Assistant Principal-Range 1

Description:

The core purpose of Somerville Primary School is to create a caring, engaging, and inspiring environment where all students learn and fulfil their potential academically, socially, emotionally, and physically, to become responsible lifelong learners in an ever changing world. This is encapsulated by our Mission Statement `Inspiring Excellence in Education...Every Student Every Time'.

Our learning community works together to create an environment that challenges and supports our students to thrive and contribute to our world by valuing; respect, confidence, getting along, organisation, persistence, resilience, inquiry, innovation, excellence, self-responsibility, lifelong learning, collaboration, diversity, global citizenship, and environmental awareness.

Our school provides an attractive, safe and stimulating environment in a semi-rural setting for approximately 400 students. Many parents choose to bring their children to Somerville PS as they like the small and more intimate feel the school engenders. Our school has 39 equivalent full time staff. 3 Principal Staff, 28 teaching staff and 11 educational support staff.

Teaching and learning at Somerville Primary School is evidence based and much of our direction comes from research based programs. Our Instructional Model is based on explicit teaching. Somerville Primary School is a thriving Professional Learning Community (PLC) and our dedicated staff work closely in collaborative teams with a strong focus on student learning, results and collaboration.

Our staff work together in collaborative teams focused on learning, they have a constant commitment to the school's shared mission, vision, values and goals, collective inquiry, action orientation, continuous improvement and results orientation.

Above all else we want our students to feel happy and supported throughout their learning journey to become active members of our community and love learning.

KSC 1 Educational Leadership

(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.

(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.

KSC 2 Financial, Managerial and Administrative Ability

(i) Outstanding financial, organisational and resource management skills.

KSC 3 Planning, Policy and Program Development and Review

(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

(ii) Demonstrated ability to implement Department policies to a high level.

(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

KSC 4 Leadership of Staff and Students

(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.

(ii) A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

KSC 5 Interpersonal and Communication Skills

(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii) An ability to work with parents and the community to develop a strong learning environment.

KSC 6 Curriculum Criterion

(i) Demonstrated ability to lead the design, implementation, and evaluation of a comprehensive and innovative curriculum that promotes high-quality teaching and learning, fosters student engagement, and ensures alignment with school priorities, values and educational standards.

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

Typically, assistant principals perform one or more of the following functions:

• supervision and coordination of the work of senior curriculum or level coordinators;
• allocation of budgets, positions of responsibility and other resources within the area of responsibility;
• supervision of the delivery of teaching programs;
• management of programs to improve the knowledge and experience of staff;
• responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
• contribute to the overall management of the school;

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.