(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.
(2) Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
(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.
(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.
(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
The role will require applicants to:
Demonstrated a high-level capacity and experience to triage and provide short-term wellbeing intervention, with knowledge and understand of relevant approaches, research, and policies to build student wellbeing and internal capacity of young people.
Experience in the delivery of proactive/preventative programs, groups, and strategies where student wellbeing is considered through the lens of health and wellbeing promotion within a school environment, improving wellbeing for students at all stages of their wellbeing continuum.
Demonstrated ability to provide high-quality guidance and leadership of others within a Wellbeing Team environment, where collaboration and teamwork improve professional practice and ensures positive outcomes are achieved for young people.
Experience in the area of staff development and capacity building of staff external to the student Wellbeing Team, such as empowering and providing professional development for Teachers and Classroom Education Support staff.
Highly developed collaboration, communication, and interpersonal skills, with a strong demonstration to connect and communicate with staff across a multi-campus school to improve practice and outcomes for all students
Support staff in implementing High Impact Wellbeing Strategies (HIWS).
Oversee professional level wellbeing support/therapeutic intervention for specific students. This may involve working 1:1 with students, or in small group programs.
Consider student interventions and work collaboratively with the MHWL and Wellbeing team, to support the implementation of relevant adjustments.
Collaborate with the Inclusion Support Team Coordinators to coordinate the development of specialist reports for identified students provided by the wellbeing team.
Ensure all students in OOHC are supported with IEP¿s and SSG¿s on termly basis. Chair SSG¿s for students in OOHS, with highly complex needs.
Support the School Wellbeing Team to respond to critical incidents that occur.
Lead the campus wellbeing team in collection of qualitative and quantitative wellbeing data and provide guidance on strategies and supports to create positive change.
Maintain appropriate and professional documentation for contact with students. Includes the use of PROTECT documentation, case notes and other relevant DET templates.
Ensure processes are being followed and reported appropriately.
Provide termly report on wellbeing data.
Chair the Student Engagement and Wellbeing team meetings.
Appropriately refer to the Complex case Liaison, Mental Health Practitioner and or Wellbeing for students with complex concerns and needs.
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
Applicants for positions of special schools and special development schools holding an approved special education qualification is desirable but not a pre-requisite for this position.
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.
Warringa Park School is a specialist school located in Hoppers Crossing. The school population is drawn from the City of Wyndham and caters for students aged 5 to18 years who have a diagnosed intellectual disability ranging from mild to profound. Warringa Park is a P-12 school organised around the three stages of learning - the lower, middle and upper years. The Victorian Pathways Certificate (VPC) is offered in the later years. Our school currently has an enrolment in excess of 700 students situated over four campuses. Our Cayleys Road Campus, located in Werribee South, holds our Year 10-12 VPC students as well as a flexible learning program for our Year 7-12 students. A year 7 to 9 campus is situated on the grounds of The Grange P-12 College in Bethany Rd. Our new campus located at Polly Parade Tarneit opened in 2023 and caters for our foundation and lower primary students from Prep to Grade 3. Warringa Park School promotes and values excellence in education for students with additional learning needs. There is collective efficacy amongst teaching staff that all students in our school can learn and want to learn and by working together we can make a difference to their learning achievements. The school provides a balanced and personalised curriculum where improved learning outcomes in English, Mathematics and Science are seen as integral to the achievement of successful post school options. The learning growth of students is charted using ABLES and The Victorian Curriculum. A high level of student engagement and improved student learning is being achieved by integrating eLearning into teaching and learning practice. Our school prides itself on our work within the science and technology curriculum. Warringa Park School is a 1:1 iPad school and is one of 24 schools selected nationwide as an Apple Distinguished School. Our purpose is to provide a stimulating, safe, challenging, and flexible learning environment where student achievement is acknowledged and celebrated. The school provides facilities and centres of learning which are spacious, bright, and well-resourced to meet the needs of the 21st century learner. There is a strong focus on student well- being and building effective home school partnerships.
