Assistant Principal-Range 2 Operations, Inclusion & Teacher Practice

About this role

Selection Criteria 1. Demonstrated capacity to provide strategic leadership that promotes a shared vision for excellence in teaching, learning and wellbeing, and to lead the implementation of whole-school improvement initiatives aligned to the School Strategic Plan and Annual Implementation Plan. 2. Demonstrated expertise in leading and improving teaching practice through coaching, mentoring, professional learning, observation and evidence-based pedagogical approaches, resulting in improved student engagement, growth and achievement. 3. Demonstrated ability to lead inclusive education practices that support the diverse learning and wellbeing needs of all students, including the leadership of Disability Inclusion processes, intervention programs and positive learning environments. 4. Demonstrated capacity to effectively lead complex school operations, including timetabling, staffing, professional learning, camps and excursions, policy development, resource management and compliance requirements to support the effective functioning of the school. 5. Highly developed communication, collaboration and relationship-building skills, with a demonstrated ability to lead teams, build staff capability, manage change and foster productive partnerships with students, families, staff and the broader school community. Role 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. Responsibilities As an Assistant Principal - Operations, Inclusion & Teacher Practice your duties include but are not limited to the following. School Operations: • Lead CHS Operations Committee overseeing camps, excursions and activities • Oversee the camps and excursion application and approval process, including the consideration of TIL with Principal • Develop and oversee activities and excursions calendar • Support the implementation of Year 10, 11 and 12 exams • Develop, implement and regularly review school-based camps, excursions and activities policies and processes in line with DE policies • Develop and implement termly school calendar, including PL schedule • Lead planning and implementation of school-wide curriculum and Professional Practice Days • Oversee PL requests from individuals and teams • Oversee ES Daily Organisation role and support as required • Act as Daily Organisation back up as required Timetabling: • Lead whole school timetable construction and ongoing refinement • Oversee ES Timetabling in use of Griddle to construct and refine timetable • Lead annual process of class allocations (allotments) • Lead annual review of timetable structures • Co-lead course counselling processes for all year levels (with AP Senior School) Teacher Pedagogy and Practice: • Lead whole staff induction framework, including organisation of induction days • Ensure all new staff are allocated a mentor through the development of effective structures • Build capacity of mentors to be clear and have capacity to execute this role to a high standard • Lead a new staff professional learning program to cater for staff in their first year at CHS, as well as their first two years of teaching as a profession • Lead a coaching/mentoring model for teachers new to the profession to support improvement in pedagogical practice, as well as development of skills aligned to being an effective teacher e.g. Positive Classroom Management Strategies • Oversee Permission to Teach (PTT) applications with VIT (with AP Teaching and Learning) • Lead staff preparation for full VIT registration, including allocation and training of VIT mentors • Lead the development and implementation of a whole school observation framework and model, including a focus on pedagogical practices aligned to the Annual Implementation Plan • Support the coaching/mentoring model for teachers new to the profession to support improvement in pedagogical practice, including the completion of observations. Disability Inclusion (DI): • Oversee Inclusion Team operations, including oversight of Inclusion-based events • Oversee school-wide DI processes and practices • Oversee updates of SNRs when required • Develop and lead regular professional learning on DI • Oversee the annual IEP and SSG processes for all required students • Oversee Tier 2 and 3 intervention programs for literacy, numeracy and social skills • Lead implementation of Positive Classroom Management Strategies (PCMS) at the CHS • Co-lead implementation of Science of Learning practices across the school (with AP Junior School) Other: • Lead and coach relevant members of the Leadership Team • Oversee annual review of subject handbooks • Directly assisting the Leadership Team to implement the School Strategic Plan and Annual Implementation Plans • Organise and monitor appropriate Professional Development to assist all staff to improve student learning • Oversee the CHS alumni program • Liaise with HSR to ensure a safe environment for staff and students • Promote positive working relationships between students, staff and the community • Teach one class to model practice excellence • Other duties as directed by the Principal Who May Apply 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. Diversity and Inclusion 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. Child Safe Standards 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 DE Values 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 Other Information • 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 Conditions of Employment • 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 Qualification Requirements 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 . Location Profile Welcome to Camberwell High School Camberwell High School (CHS) is a Years 7-12 co-educational secondary school with an enrolment of approximately 720 students, including 95 international students. Located in the leafy inner-eastern suburb of Camberwell, just 10 kilometres from Melbourne's CBD, Camberwell High School is a vibrant and inclusive learning community with a proud history dating back to 1941. The school is well connected by train, tram and bus services and is surrounded by parks, cafés and local amenities, making it an attractive and accessible place to learn and work. As we celebrate 85 years of Camberwell High School, we do so with deep respect for the legacy that has shaped our community and a strong commitment to the future of every young person in our care. Camberwell High School has long been recognised for its enduring values of Achievement, Creativity, Respect and Responsibility and for its strong sense of community. As a government school, we believe in the transformative power of public education and the opportunities it provides for every student to learn, grow and thrive. Our students are thoughtful, capable and full of potential. We are committed to supporting them to become confident, engaged and successful learners by fostering excellence, celebrating achievement, and providing opportunities for students who demonstrate subject mastery to further extend and enrich their learning. Our staff are deeply committed to their profession, their students and one another. Our families and wider community play a vital role in shaping a culture that values both achievement and belonging. Together, we are building a learning community that honours tradition, embraces innovation and remains focused on the needs and aspirations of our students. This combination of rich history, strong community partnerships, high expectations and a commitment to continuous improvement ensures that Camberwell High School remains a place where every student is known, supported and challenged to achieve their best.