Assistant Principal - Specialist

About this role

Selection Criteria 1. 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. 2. Financial, managerial and administrative ability 1. Outstanding financial, organisational and resource management skills. 3. 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. 4. 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. 5. 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. 6. Maryborough Education Centre Criterion • Demonstrated ability to work with the local community with a view to improving student attendance. • Ability to liaise effectively with external agencies to meet the learning and social needs of children experiencing vulnerability. 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 Leadership and Accountability¿ ¿ Report directly to the¿Principal.¿ ¿ Provide leadership and oversight for the Specialist Setting, ensuring the effective development, delivery, and evaluation of the school¿s education program.¿ ¿ Contribute to whole-school leadership through active participation in policy development and decision-making.¿ ¿ Promote culturally safe and inclusive practices¿ ¿ Support staff wellbeing and sustainable work practices¿ Strategic and Operational Management¿ ¿ Manage significant functions within the Specialist Setting to ensure alignment with SSP, AIP and DE Policies ¿ Oversee the effective allocation and use of teaching staff, budgets, and resources. ¿ Oversee Specialist Setting Disability Inclusion implementation and compliance ¿ Coordinate transition, enrolment and orientation processes ¿ Oversee hydrotherapy, transport and therapy coordination structures Teaching and Learning¿ ¿ Lead the analysis of student needs and ensure the implementation of appropriate education programs aligned with Victorian Curriculum 2.0 and VTLM 2.0. ¿ Coordinate Goal-Based IEP implementation and moderation¿ ¿ Ensure programs are responsive, inclusive, and designed to maximise student achievement and engagement. ¿ Promote Universal Design for Learning and differentiated instruction ¿ Support instructional coaching and implementation¿ Staff Leadership and Development¿ ¿ Lead staff through the Professional Development cycle, supporting goal-setting and professional growth.¿ ¿ Manage and support programs to build staff capacity through targeted professional learning and instructional support.¿ ¿ Mentor Leading Teachers and Learning Specialists to support the implementation of their work and build leadership capacity. ¿ Oversee regular Specialist Unit meetings, incorporating professional learning. ¿ Construct and communicate Specialist Meeting Schedule ¿ Create, communicate and deliver Specialist professional learning schedule each term. Student Wellbeing and Engagement ¿ Maintain responsibility for student wellbeing, behaviour support, and engagement. ¿ Ensure programs support the diverse and complex needs of students within the Specialist Setting. ¿ Oversee coordination with allied health professionals to support student outcomes.¿ ¿ Monitor student attendance and lead responses to improve engagement.¿ ¿ Support Disability Inclusion Implementation and SSG processes. Timetabling and Daily Operations ¿ Coordinate the day-to-day operations, including staff absences and CRT coverage in collaboration with the Daily Organiser.¿ ¿ Develop and oversee Specialist Setting timetable structures, including:¿¿ o Classroom programs¿ o Yard duty¿ o Transport¿ o Hydrotherapy¿ o Specialised activities¿ ¿ Work collaboratively to ensure timetables are responsive to student needs and program requirements.¿ ¿ Oversee the development of timetables that support student learning and targeted programs.¿ ¿ Ensure effective coordination of programs and daily operations across the Specialist setting¿ Governance and Committee ¿ Information Technologies Committee ¿ School Council ¿ Early Years Forum (or delegate attendance) ¿ Principal Association of Specialist Schools ¿ North West Region Principal Group ¿ Positive Climate for Learning ¿ Wellbeing Implementation Team Staff Oversight ¿ Specialist Staff ¿ Sub School Leader Specialist ¿ Teaching and Learning ¿ Specialist Setting (LT)¿ ¿ NDIS Navigator 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 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 Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment. The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re-define its destiny in a positive way. Vision ¿ to be an inclusive connected flourishing learning community. Our school values have been developed in consultation with the whole community. They are: • Aspiration • Kindness • Respect Social ¿ community and demographics • On a single site the school comprises facilities for primary, secondary and special needs education • The school is highly integrated with a common set of values and behavioural and learning expectations for all • Overall enrolment numbers are reflecting the demographics of the Maryborough community • Strong and supportive School Council and parent involvement is encouraged. • Committed Student Representative Council and a strong student leadership structure • Enthusiastic, professional staff team consisting of 87.81 effective full-time teachers and 69.31 school support staff. • Productive partnerships with Central Goldfields Council through the Go Goldfields initiative, University of Melbourne Network of Schools, Central Goldfields Linking Learning Project, service clubs and community groups, Goldfields Schools Network, and Goldfields Business Group • The school has a School Family Orientation of .6856 Educational • Provision of a vibrant and productive education, Foundation to 12 and Specialist Education. • Implementation of Professional Learning Teams to enhance staff effectiveness in best meeting the learning needs of all students • VCE, VCE VM and VPC courses • Trade Training Centre • Excellent further education pathways established and successful tertiary placements for students. • Many enhancement and enrichment opportunities for students such as art, music, instrumental music, musical productions, competitions, after-school activities, and sporting activities. Technological • Bring Your Own Device computer provision is being phased in from 2015 • Provision of computer suites and notebook trolleys are established throughout the school. • Internet and intranet use is supported • Data projectors in all learning areas Environmental ¿ grounds and facilities • Classrooms modern and are traditional in their layout • Grounds improvements have included the construction of a new oval, primary playspace, Centre Heart development and extensive landscaping in recent years. Additional playground equipment, landscaping and outdoor enhancements are planned for www.maryborougheducationcentre.vic.edu.au/