(a) Educational Leadership - Literacy and Numeracy
(i) Outstanding capacity for visionary and exemplary educational leadership of a school.
(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change, to lead whole school improvement.
(b) Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills
(c) 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.
(d) 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.
(e) 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.
(f) School Specific Criteria
(i) Demonstrated high level ability to develop, lead and manage whole school curriculum programs, to analyse and effectively use data to improve student learning outcomes and build staff capacity within a contemporary and collaborative learning environment.
(ii) Demonstrated capacity to lead programs which respond to the learning with complex needs, differentiation and inclusion.
(iii) Proven capacity to improve teaching practice within the school.
(iv) Demonstrated capacity in instructional leadership (coaching and modelling best practice).
(v) Demonstrated capacity in leadership influence to lead the School Strategic Plan curriculum priorities and evaluate curriculum effectiveness.
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:
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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.
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
ASSISTANT PRINCIPAL EDUCATIONAL LEADERSHIP - CURRICULUM LEADER
Assistant Principal will strategically lead staff teams to effectively implement Literacy and Numeracy:
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Leading school improvement across Literacy and Numeracy, with targets as described in the School Strategic Plan (SSP) and the Annual Implementation Plan (AIP).
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Effective implementation of a guaranteed and viable curriculum for all students in line with the Victorian Curriculum F-6 guidelines and VTLM 2.0
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Analysis and evaluation of data and strategic use of this data to improve outcomes for all students.
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Consistent implementation of the School Student Engagement and Wellbeing policy, School-Wide Positive Behaviour Support (SWPBS) frameworks and Positive Classroom Management Strategies (PCMS).
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Effective communication with all stakeholders in relation to all aspects of the Early & Middle Years learning programs. In addition to the ability to identify and form community partnerships which promote learning and increase aspiration; this is to be consistent with the school's ethos of building partnerships which put the learner at the centre.
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Effective leadership of the School Improvement Team as delegated by the principal. This includes building practice excellence in the VTLM 2.0 through shared practice in Literacy & Numeracy.
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Building capacity of others through leadership of teams with a strong focus on building collaboration and efficacy across the school.
Position Responsibility Targets:
It is the expectation that all Assistant Principals are continuously working towards improving targets expressed within the SSP and the AIP. the successful applicant will help drive learning, cultural and community growth at the school. They need a clear, well-articulated commitment to raising the expectations and aspirations of our students through leadership that aligns vision and action in the following domains:
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Student learning outcomes that contribute to improved outcomes in the school, such as NAPLAN, PAT and Teacher Judgement.
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Student Engagement and Wellbeing - lead and oversee a team to implement and embed the SWPBS/PCMS program.
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Curriculum development and documentation, including ability to work with teams to develop and implement appropriate assessment. This includes identification, implementation and evaluation of the assessment F-6 schedule.
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Strategic evaluation of school cohort data sets to identify areas of growth and opportunities for improvement.
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Strategic leadership with the principal assigned School Improvement Team (SIT).
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Strategic leadership of school teams, focusing on building collaboration and collective efficacy as delegated by the principal.
Primary Purpose of Position - School Leadership Curriculum Leader:
Lead whole school implementation of Teaching and Learning
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Lead the implementation and planning of the Victorian Teaching and Learning Model and VTLM 2.0.
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Lead whole school teaching and learning in Numeracy as per SSP & AIP.
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Have a strong pedagogical understanding of the VTLM 2.0 theory and Practice.
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Provide suitable professional development for all staff on a guaranteed and viable curriculum and learning practices that are evidenced based.
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Have a strong understanding and application of student achievement and wellbeing data.
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Lead and manage the school to ensure teachers are well supported in all areas of their teaching practice in Curriculum within the school.
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Ensure an appropriate annual reporting cycle that meets DE guidelines, reflects VCAA standards and meets the needs of the community.
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Ensure our assessment tools reflect best practice and are utilised by all staff.
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Assist with induction of all new staff.
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Lead and manage parent education programs/initiatives.
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Lead and manage NAPLAN and other DE initiatives and programs.
Coaching and Mentoring
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Support teachers to build their classroom practices through modelled lessons, co-teaching and coaching in Numeracy.
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Support teachers with their classroom management as required.
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Lead VIT and induction processes.
Learning & Wellbeing
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Lead the SWPSB/PCMS framework and ensure practices are aligned with teaching and learning framework.
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Responsible for general discipline and welfare matters as required.
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Responsible for overall general management and administration, as required.
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Provide support to families and teachers with any student with learning difficulties or challenging behaviour.
Responsibilities
The Assistant Principal - Curriculum Leader has primary responsibility for policies, teaching and learning approaches, student welfare with broader management and technical leadership aspects.
Key roles are:
1. School Leadership
2. Curriculum
3. Student Welfare
4. Managing Occupational Health & Safety Policy and Practice
5. Daily Organiser and Communication as required
6. Parent & Community Involvement with links to the Kindergarten and wider Community
The position description depicts the key responsibilities that the Assistant Principal (Curriculum & Student Welfare) is expected to undertake. However, the duties described may vary or be amended from the time to time associated with the position and will include a specialist teacher role.
Key responsibilities are:
1. Lead and oversee Student Welfare across the school
2. Build teacher/staff capacity in the use of school strategies, teaching & learning approaches to embed an instructional model in curriculum
3. Lead and manage the Occupational Health & Safety policy and practice within the school
4. Lead and coordinate the daily organisation of the school, including scheduling and teacher replacement
5. Lead and manage the day to day communication process of the school, ensuring efficient approach to the dissemination of information, utilising school communication models
6. Assist in the development and facilitation of the Performance & Development culture
7. Role model values and behaviours consistent with the Glenroy West Primary School leadership, management and lead role in all aspects of the school's operations
8. Take a lead role in building community with strong links to the York Street Kindergarten and wider community
SCHOOL TOUR - Monday 15th June at 4.00pm
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
Glenroy West Primary School was built in 1958 and is located 16km north of metropolitan CBD. There are excellent facilities and large grounds that provide active play, adventure playgrounds, running track and oval, basketball courts, additional playgrounds, down-ball courts, two kindergarten rooms and landscaped gardens.
Glenroy West Primary School received an $18.12 million upgrade resulting in a modernized school, including new facilities for an additional 250 students to meet enrolment growth for future years.
The school currently has 341 students with an expected increase in capacity for 550 students in the next few years. The school has a proud tradition of education in the City of Merri-Bek.
The student population is diverse with thirty languages represented at the school and 48 per cent of students coming from a home where English is not the main. The school has a SFO index of 0.4892 and SFOE index of 0.3698.
The school has two kindergarten buildings on site called York Street Kindergarten operational from 2014 under the banner of the Northern Schools Early Years Cluster. The York Street Kindergarten has an excellent educational program for both three- and four-year-old in the Glenroy area. There is a strong link between the playgroup, kindergarten and school to ensure a seamless transition in the Early Years and beyond.
The curriculum provides explicit teaching and learning in literacy and numeracy based on the Victorian Curriculum. Specialist programs include Physical Education, The Arts, STEM, Music and LOTE (Spanish). EAL (English as an additional language) is taught as an additional curriculum area across the school.
The school offers extra Homework Club as an extracurricular subject and the High Ability Program is also offered for students requiring extension as well as additional support for students in both literacy and numeracy.
Our staff are highly trained, dedicated and professional in upholding high academic, social and personal standards. We adopt a forward-thinking approach to curriculum development and delivery so that all students will be engaged in a curriculum that prepares them for the present and future. We are committed to the development of whole school effective teaching and learning practices to best support children in our care as well as achieving excellent academic results.
The focus continues to be on 21st century learning with the use of flexible learning spaces, high quality teaching standards and working collaboratively with other schools in the Merri-Bek Hume Network in partnership and across the wider system.
At Glenroy West Primary School, our vision is to provide quality, stimulating programs in a safe and supportive environment.
