Assistant Principal-Teaching and Learning

Occupation: Principal and assistant principal

Location: Loddon Mallee - Greater Bendigo

Reference: 1484184

Selection Criteria

SC1 Educational Leadership

Outstanding capacity for visionary and exemplary educational leadership of a school in student engagement initiatives and processes, including applied and authentic learning.

Highly developed skills in leading and managing change including the leadership of others in the process of change.

Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

Demonstrated ability to implement Department policies to a high level.

SC4 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 high expectation learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

SC5 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

SC6 School Specific

Demonstrated capacity to lead and manage whole-school operations through effective leadership, including the development and oversight of strategic implementation to ensure the long-term direction of the school.

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 (seeWorkplace 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 marrung@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:

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:

Selection Criteria

SC1 Educational Leadership

Outstanding capacity for visionary and exemplary educational leadership of a school in student engagement initiatives and processes, including applied and authentic learning.

Highly developed skills in leading and managing change including the leadership of others in the process of change.

SC2 Financial, Managerial and Administrative Ability

Outstanding financial, organisational and resource management skills.

SC3 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.

An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

Demonstrated ability to implement Department policies to a high level.

SC4 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 high expectation learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

SC5 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

SC6 School Specific

Demonstrated capacity to lead and manage whole-school operations through effective leadership, including the development and oversight of strategic implementation to ensure the long-term direction of the school.

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 (seeWorkplace 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 marrung@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

Other InformationA school walk through will be available on Thursday, 31st July at 4pm or Friday, 1st August at 9.30am.Please email the Business Manager on sabina.riordan@education.vic.gov.au to express your interest.Term 4 start is preferable but negotiable.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

VIT LANTITE

To 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

White Hills Primary school is located on the northeastern edge of Bendigo, four kilometres from the city centre. The original school opened in 1877, but moved to the current site after construction of a new school was completed in 1985. The school consists of the main building that contains 13 permanent classrooms, two art spaces and maker spaces (shared spaces between groups of classrooms) a refurbished staff space and new school library. The school has four relatively new relocatable classrooms and two older portable buildings and a dedicated staff car park.

White Hills Primary School¿s vision is to create a safe community that provides meaningful learning and growth. Our school endeavours to develop independent, confident children and foster a community that values lifelong learning, connections, inclusivity and wellbeing. Our school values (Resilience, Responsibility, Respect and Aspire) and five key actions drive our vision:Professional Growth and Quality Teaching, Building Community, celebrating individuality, High Expectations and fostering a Kind Supportive Community.

Ourschool motto is `Educating for the Future¿, in which we endeavor to instill the essential toolkit all our students need for our diverse world. We aim to create calm and creative classrooms in which students can actively participate in all aspects of the curriculum.The philosophy of our school is firmly based on the belief that the best educational outcomes are achieved when students, staff and families work together to ensure the social, physical, emotional and intellectual development needs of students are met.

We have a current enrolment of 585 students; 55 students with English as an Additional Language and 39 students identified as Aboriginal and/or Torres Strait Islander.We have 28 classrooms comprising of an average of four classes for each year level from Foundation to Grade 6 with an average class size of 20.5 students.

We employ over 70 full and part time staff, providing a broad range of experiences and skills from first year graduates to very experienced teachers and dedicated Education Support staff. Our specialist subjects include Visual Arts, Performing Arts/Music, Physical Education, STEM, Library, and Chinese Language & Culture.The breakdown of our current staff profile is as follows:

• Executive Team (Principal, Assistant Principal, 3 Leading Teachers (Literacy, Mathematics and Wellbeing)
• 2 Learning Specialists
• 24 full-time classroom teachers
• 18 part-time teaching staff (classroom and specialist teachers)
• 18 integration aides (mix of contract and casual)
• 3 part-time EAL support staff
• 3 wellbeing staff (1 full-time, 2 part-time)
• 1 full-time Business Manager and three office staff

Our play spaces incorporate a large oval, two large shade-cloth protected adventure playgrounds, two shade-cloth protected sand pits, covered basketball and netball courts and a sports shed. These areas provide a venue for all weather outdoor physical education, sport and assembly purposes.

The Department of Education¿s 2.0 Victorian Teaching and Learning Model and the High Impact Teaching and Wellbeing Strategies define our pedagogical approach, and guide the development of our learning experiences, curriculum documentation and our assessment and reporting approaches.

Student Enrichment is provided through programs including Reading Club, a variety of lunchtime clubs (such as sport games, board games, Pilates, mindfulness, choir and gardening club, tech club), swimming, camps, Interschool Sports, along with opportunities to participate in a variety of Mathematical, Literacy competitions, STEM and Chinese competitions.

The school is supported by an active School Council, Parent & Friends Team and by the wider community. We recognise the value of seeking and maintaining strong community connections. We promote and encourage the active involvement of parents and community volunteers to support the running of the school, and the attainment of our teaching and learning goals for our students.

Additional information for potential applicants is available on the school¿s website at www.white.hills.ps@education.vic.gov.au or by contacting the school on (03)5443 0799.

Applications close Monday 11 August 2025 at 11.59pm
#J-18808-Ljbffr

---