LPotential applicants are encouraged to contact the college principal (
[email protected]) for additional information about the role prior to applying.
The Assistant Principal of Senior School Improvement will report directly to the principal. They will manage a team of 10 staff to lead year 10, 11 and 12 students to high levels of academic achievement and strong wellbeing levels. They will set up and oversee clear processes to enable students to build a culture of academic rigour across the senior school.
Applicants should have existing assistant principal experience, or experience in VCE or Senior coordination roles. They should have a strong understanding of VCE General and VM structures and processes and be able to clearly articulate an ambitious vision of success for the senior space. They will create systems to monitor student learning and wellbeing data to aid in early identification of students needing additional support.
Located in Melbourne¿s South East, Narre Warren South P-12 College is one of the largest schools in Victoria. The College leverages the P-12 nature of the school to provide wide-ranging support to students from diverse backgrounds in order to help all students achieve their potential. We proudly serve a diverse community, with 70% of our students speaking a language other than English at home. Over 20 different cultural groups are represented, with particularly large enrolments for Afghan and Pacifica backgrounds. The school is considered to have a high level of socio-economic disadvantage, but a range of strong learning and behavioural programs support students to achieve at high levels, despite other challenges they may face.
The College has a large and comprehensive wellbeing team, including counsellors, speech pathologists, a psychologist, a paediatrician, Doctors in Secondary Schools and multiple youth workers. Students are also supported by a large team of cultural engagement workers from 6 different cultures, a team of multi-cultural education aides and a big inclusion workforce to support children in the College. This significant resourcing is designed to support children outside of the class, so teachers can focus on helping them to reach their academic potential in the classroom.
Narre Warren South P-12 College follows an instructional approach centred around explicit teaching and a strong curriculum. There will be exciting work in the coming years as we embed this work in years P-8 and explore its potential in higher year levels. The College¿s performance on the Grade 1 Phonics check and Attitudes to School Survey is higher than both state and similar schools, and we are confident our NAPLAN and VCE results will undergo significant improvements in the coming years.
Narre Warren South P-12 College has over 2300 students and 350 staff, providing a range of opportunities for additional programs and leadership opportunities. This includes a large music, art, Hands On Learning, Rugby and Soccer Academies and other programs to engage students and allow staff to share their special skills. Our large leadership team of 50 staff allows for development opportunities for those looking to build a career in our school.
The school has layers of support for new teachers, with all new staff assigned both a coach and a mentor. In addition to this, the College has a range of strong policies and processes to support consistent lines of communication. The College has a high expectations approach to attendance, uniform and lateness. The College has a ¿5 Rs¿ student management approach to help teachers if complex classroom situations occur, and the school has an extensive team of student engagement leaders to support teachers with managing classroom practice.
The College operates by our PRIDE values: Perseverance, Respect, Integrity, Dedicated Teamwork and Excellence. We are proud of our achievements in ¿getting the best from and for our students¿ and gladly welcome hard-working staff with a strong moral purpose to join our fabulous team.
Please contact reception to be put through to one of our Principals if you would like more information about the role or would like a tour.
(a) 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.
(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.
The assistant principal reports directly to the principal.
The Assistant Principal of Senior School Improvement will report directly to the principal. They will manage a team of 10 staff to lead year 10, 11 and 12 students to high levels of academic achievement and strong wellbeing levels. They will set up and oversee clear processes to enable students to build a culture of academic rigour across the senior school.
Applicants should have existing assistant principal experience, or experience in VCE or Senior coordination roles. They should have a strong understanding of VCE General and VM structures and processes and be able to clearly articulate an ambitious vision of success for the senior space. They will create systems to monitor student learning and wellbeing data to aid in early identification of students needing additional support.
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
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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.
