Assistant Principal-range 1
2 months ago
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025 - 27/01/2030
Organisation: Schools (Government)
**Salary**: Salary not specified
Occupation: Teacher
Reference: 1455688
**Location Profile**:
Sorrento Primary School is the southern-most school on Victoria's Mornington Peninsula, and has served the students of the local area for over150 years on several different sites. Its current setting is in attractive grounds near the centre of the historic Sorrento township. Current enrolment is 266. We are a welcoming, intergenerational community with strong ties to local businesses and organisations.
Our school values are Respect, Integrity, Persistence, Collaboration, Learning and Resilience.
The school¿s guiding principles are to provide a high quality education through a curriculum that has breadth, depth and relevance. The school is strongly committed to empowering children by placing an emphasis on literacy and numeracy and catering to the special needs and abilities of each student. Students are encouraged to think deeply and thinking is made visible via the Design Thinking (No Tosh) approach.
Multi-age classrooms are used from year 1-6. Multi-age classes are restricted to two year levels. A teamwork approach to curriculum planning promotes consistency of delivery throughout the entire school.
Students are encouraged to become more self-aware as learners through developing an understanding of the Characteristics of an Effective Learner. They work, with their peers and teachers to develop these characteristics and to appreciate that they can continually improve these habits. Sorrento PS's characteristics are: Creative, Self-Motivated, A Challenge Mindset, Reflective, Resilient and Persevere.
There is a whole school approach to student wellbeing and management, with all staff taking on a shared responsibility for all students. A Restorative Practice approach is used to assist students to resolve issues and restore relationships. Respectful Relationships is taught across the school and regular Circle Time takes place. Students are supported to regulate their behaviour by gaining an understanding of the Zones of Regulation and by developing a toolkit of resources to draw upon.
A whole school buddy program is in place and interested senior students are trained as Peacemakers; they assist younger students to solve minor playground issues.
The school has grounds for sport and recreation as well as a heated swimming pool. Families and community members are always made welcome in the school, with volunteers being a vital aspect of the daily life.
**Selection Criteria**:
**_ (a) Educational leadership_**
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.
(ii) (ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
**_
(b) Financial, managerial and administrative ability_**
(i) Outstanding financial, organisational and resource management skills.
**_
(c) 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.
**_
(d) 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.
**_
(e) 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.
**_
(f) Localised Criteria_**
(i) Demonstrated ability to actively lead whole-school improvement initiatives in the areas of Individual Adjustments, Disability Inclusion Profiles and general Inclusive practices, including whole-school policy.
**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 ove
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