- Educational leadership
- Outstanding capacity for visionary and exemplary educational leadership of a school.
- Highly developed skills in leading and managing change including the leadership of others in the process of change.
- Financial, managerial and administrative ability
- Outstanding financial, organisational and resource management skills.
- Planning, policy and program development and review
- Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
- Demonstrated ability to implement Department policies to a high level.
- An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
- Leadership of staff and students
- A highly developed capacity to motivate staff, develop their talents and build an effective team.
- 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.
- Interpersonal and communication skills
- Highly developed interpersonal and communication skills in individual, small group and community contexts.
- Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
- An ability to work with parents and the community to develop a strong learning environment.
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.
Specific Duties Include:
- Manage the daily operations of MELC
- Lead the strategic development of the Mildura English Language Centre as a Foundation to Yr 10 EAL New Arrivals provision across government partner schools.
- Lead a coherent instructional model for EAL learners, aligned to the Victorian Curriculum Foundation to Yr 10 EAL and the needs of newly arrived students.
- Establish and monitor centre-wide data cycles for EAL growth, attendance, wellbeing, transition readiness and post-transition outcomes.
- Lead assessment moderation and reporting consistency across MELC staff and partner schools.
- Strengthen transition systems from MELC into base schools, including follow-up monitoring and intervention for students at risk.
- Build teacher capability in EAL pedagogy, trauma-informed practice, culturally responsive practice and effective use of assessment data.
- Lead multi-agency partnerships with settlement, health, wellbeing, interpreting, multicultural and family support services.
- Ensure compliance with New Arrivals Program eligibility, enrolment, reporting, funding and documentation requirements.
- Lead risk management for complex student and family needs, including interrupted schooling, trauma, wellbeing concerns and settlement-related barriers.
- Develop a sustainable staffing model for MELC, including clear role design for EAL teachers, MEAs, administration and any outreach/transition functions.
- Provide strategic advice to the principal and MELC Management Team on program demand, enrolment trends, resourcing, staffing and improvement priorities.
The role will align with the Department of Education's FISO 2.0 improvement framework, with a strong focus on the Learning Core Element and the use of evidence, assessment and collaborative practice to improve student outcomes.
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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
Thank you for your interest in this vacancy at Mildura English Language Centre
Applicants should address the key selection criteria.
Attaching your letter of introduction, resume and key selection criteria in one document is most helpful.
Day time phone numbers are vital to make appointments for an interview in the event that you are shortlisted.
If you have an Employee ID Number, please include it on your application.
Three (3) Referees are required. Please provide names, contact phone numbers and e-mail addresses (Most recent employer is preferred).
A copy of your current Victorian Institute of Teaching card will be required if successful.
Applicants with experience working with EAL and CALD students is preferable but not essential.
- 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.
Mildura English Language Centre (MELC) is a campus of Mildura Senior College, located in north-west Victoria, approximately 545 kilometres from Melbourne. MELC provides a full-time intensive English language program for newly arrived migrant and refugee students from Prep to Year 10, aged 5 to 17 years.
MELCs purpose is to equip students with the English language skills, knowledge and confidence needed to successfully transition into mainstream schooling or alternative education and training pathways, including TAFE. Through explicit English language instruction, students learn both in and through English while developing the academic, social and cultural skills required to thrive in Australian schools.
In addition to supporting students' language development, MELC works closely with families to build their understanding of the Victorian education system and life in Australia, fostering strong partnerships between home and school.
Small class sizes enable teachers to provide highly differentiated instruction that responds to each student's individual needs. Curriculum planning is informed by students prior educational experiences, age, English language proficiency and rate of language acquisition, ensuring learning is personalised and responsive.
At MELC, we are committed to providing a safe, inclusive and supportive learning environment where every student is valued and respected. We celebrate the rich cultural, linguistic and religious diversity of our community and promote equity for all, regardless of sex, ethnicity, race, religion or socioeconomic background. Our values of Persistence, Empathy, Aspiration, Community and Engagement underpin our teaching and learning, guiding the behaviours, attitudes and aspirations we seek to foster in every student.
