Disability Inclusion And Curriculum

Selection Criteria SC 1 Educational Leadership

Outstanding capacity for visionary and exemplary educational leadership.
Highly developed skills in leading and managing change including the leadership of others in the process of change.

SC 2 Financial, Managerial and Administrative Ability
Outstanding financial, organisational and resource management skills.
SC 3 Planning, Policy and Program Development and Review

Exemplary values appropriate to the development of students 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.

SC 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.

SC 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.

SC 6 School Specific
Demonstrated experience and proven capacity to lead a learning community through an agreed pedagogical practice, aligned with the Department of Education (Victoria) Disability Inclusion principles, that is well documented, widely understood, and improves student learning outcomes through building teacher capacity.
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 Typically, assistant principals perform one or more of the following functions:

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;

Who May Apply Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all.
We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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
VIT LANTITETo be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching.
In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile Dingley Primary School is located in the south-eastern suburb of Dingley Village, within expansive landscaped grounds on the traditional land of the Bunurong people.
The school community regularly acknowledges the traditional custodians and pays respect to Elders past and present.
Established in 1925, the school is proudly celebrating its centenary in 2025.
For the 2025 school year, Dingley Primary School has a confirmed enrolment of 375 students, across 16 classes.
The student population is broadly representative of the local community, with 52.8% male and 47.2% female students.
Cultural and linguistic diversity is embraced, with over 28% of students from a Language Background Other Than English (LBOTE) and 2.1% being non-English speakers.
1.1% of students identify as Aboriginal and/or Torres Strait Islander.
Additionally, 1.9% of students have a disability, 0.5% are identified as at risk, and 0.3% are refugees.
Dingley Primary School is committed to providing high-quality, inclusive education within stimulating and challenging learning environments.
The school¿s teaching and learning approach is guided by the Victorian Teaching and Learning Model (VTLM 2.0), with a focus on collaborative planning, high expectations for all students, and evidence-based practice.
As a Victorian Professional Learning Communities (PLC) school since 2021, Dingley Primary School supports staff to work in high-functioning teams that regularly assess, monitor, and respond to student learning needs.
The school employs 30 teaching staff and 17 education support staff, with 24 full-time and 23 part-time staff.
The leadership team comprises two Principal Class Officers.
A culture of shared leadership, personal accountability, and ongoing professional growth is well embedded.
Staff participate in structured mentoring, peer observation, and induction programs.
Inclusive practices are supported through Disability Inclusion Profile funding (Tier 2 and Tier 3), as well as the Tutor Learning Initiative, which provides targeted support in English and Mathematics.
A range of enrichment programs are offered, including instrumental music, swimming, and participation in inter-school sport and outdoor education.
The school promotes the values of Respect, Honesty, Persistence, Responsibility, Resilience, and Empathy, with restorative practices embedded in everyday interactions.
These values underpin the school¿s positive culture and its commitment to student wellbeing.
Dingley Primary School is fully compliant with Victoria¿s eleven Child Safe Standards, ensuring the safety, inclusion, and wellbeing of all students.

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