We are looking for an enthusiastic and hardworking person to join our leadership team. At Laa Yulta Primary School, Assistant Principals are expected to be well rounded and their portfolio will include Teaching and Learning, Disability Inclusion and Wellbeing/Behaviour.
Laa Yulta Primary School (located in Mambourin) is one of 14 new schools which opened at the start of the school year in 2024. It is located at 10 Elementary Road, Mambourin (located between Geelong and Melbourne). We are helping the growing local population in this new suburb to get a great education close to home. We have a current enrolment of 540 and the school is designed for up to 650 students.
The school has students in Prep to Year 6. The school includes: an administration building (incorporating a library and specialist classrooms); 3 learning neighbourhoods; a community hub with indoor multi-use court; canteen; arts/music spaces; hard courts; and a sports field. Students have great modern learning areas with air conditioning and heating. Outside, we have shade sails for sun protection. The school is designed to be environmentally sustainable. More information about the school build can be found on the school website, https://laayultaps.vic.edu.au
MOTTO
Our school's motto is `Dream Big, Dare to Fail'
VISION
Laa Yulta Primary School's vision is to educate all students to the highest levels of academic achievement. Our school aims to empower all students to embrace the challenge in learning, achieve their personal best and build their emotional, social and physical wellbeing.
MISSION
Laa Yulta Primary School's mission is to strive to consciously create an environment of respect and inclusion that fosters a safe learning environment and sense of belonging. This will allow our students to take risks in their learning and thus lead to higher academic outcomes.
CURRICULUM AND PEDAGOGY
Our pedagogy is based on the Science of Learning and takes into account research from developmental psychology, educational psychology, cognitive science, and cognitive neuroscience. It is centred on explicit instruction, which is characterised by carefully planned and sequenced lessons; clear and detailed instructions and modelling; and frequent and systematic monitoring of student progress and feedback to students. An example of this pedagogy is using the `SoundsWrite' program to teach reading across our school. Classroom teachers will be supported to build their capacity through PLCs and provided training. Experience in these areas is not necessary ¿ just a willingness to learn. The school has also started with well developed School Wide Positive Behaviour Supports, Curriculum Scopes and Sequences and amazing resources.
If you require further information about the role, please contact Mark Zahra on 03 9967 2600 or [email protected].
SC1 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.
SC2 Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
SC3 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.
SC4 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 student to develop their special abilities and talents.
SC5 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.
SC6 Local Criteria
(i) Demonstrated capacity to lead and embed exemplary Tier 1 instructional and wellbeing practices that maximise learning, engagement and inclusion for every student.
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.
The successful applicant will lead approximately 200-250 students as well as staff in a smaller group of year levels (i.e. P-1, 2-3, 4-6). They will also have a whole school portfolio. Responsibilities Include:
- Lead the implementation and continuous refinement of a guaranteed and viable curriculum, ensuring alignment with the Victorian Curriculum 2.0 and evidence-informed teaching practices.
- Lead curriculum planning, assessment and moderation processes across the allocated year levels of the school to ensure consistency, rigour and high student achievement.
- Drive the consistent implementation of the school's instructional model, pedagogy and assessment practices, with a strong focus on Tier 1 instruction and the Science of Learning.
- Lead the implementation of the school's Tier 1 wellbeing framework, ensuring consistent expectations for behaviour, engagement and positive classroom cultures.
- Oversee Tier 2 and Tier 3 behaviour support processes, working collaboratively with staff, families and external agencies to improve student outcomes.
- Support the Disability Inclusion leader to manage Disability Inclusion processes, including Disability Inclusion Profile applications, reasonable adjustments and referrals to Student Support Services and other external agencies.
- Monitor, analyse and respond to student learning, engagement, wellbeing and attendance data to inform strategic planning and continuous improvement.
- Coach, mentor and develop the capability of Learning Specialists and teaching teams through instructional coaching, classroom observations, planning support and feedback.
- Lead professional learning to strengthen curriculum implementation, teaching practice and student outcomes.
- Build strong partnerships with students, families and external agencies to support student learning, engagement and wellbeing.
- Lead year level/s operational responsibilities, including student wellbeing, attendance, mandatory reporting, enrolment processes and the coordination of excursions, camps and other educational programs.
- Act as a key member of the School Improvement Team, contributing to strategic planning, policy development and the implementation of the Annual Implementation Plan.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
