Location Profile
Nelson Park School
Nelson Park School is a specialist government school located in Bell Park and Corio, Geelong
,
providing education for students aged 5¿18 years (Foundation to Year 12) with a diagnosed mild intellectual disability
.
Established in ****, Nelson Park has a current enrolment of approximately 360 students drawn from across the Geelong region.
The school operates across two campuses
,
with the main campus located in Bell Park and a senior campus located in Corio which supports the transition of students into senior secondary pathways.
Nelson Park School employs approximately 150 staff
,
including Principal Class Officers, Leading Teachers, classroom and specialist teachers, wellbeing staff, therapists, education support staff and administration staff.
Staff work collaboratively to support student learning, wellbeing and independence through a multidisciplinary approach.
The school¿s vision of developing Life-long Learners reflects a commitment to building the independence, confidence and capability of every student.
Nelson Park focuses on supporting students to develop their academic, social, emotional and life skills
,
preparing them for meaningful participation in their communities.
Teaching and learning programs are aligned with the Victorian Curriculum and are differentiated to meet the diverse learning needs of students.
The school has developed a Guaranteed and Viable Curriculum and utilises a Whole School Instructional Models
to support structured and explicit teaching.
Staff collaborate in Professional Learning Communities (PLCs) to plan curriculum, assess student progress and continuously improve teaching practice.
Student wellbeing is a central priority at Nelson Park.
The school implements School Wide Positive Behaviour Supports (SWPBS) and Berry Street Education Model trauma-informed practices
to create a safe, supportive and inclusive learning environment for all students.
Students are supported through Individual Learning Plans developed in partnership with families during Student Support Group meetings, ensuring personalised learning goals and strong home¿school collaboration.
Nelson Park offers a broad range of specialist programs, including Visual Arts, Performing Arts, Food Technology, STEM, Health and Physical Education, Outdoor Education and Library.
These programs support student engagement and the development of practical life skills.
At the senior campus, students participate in a range of community and vocational learning opportunities, including work experience, community engagement programs and industry exposure
.
Students undertake the Victorian Pathways Certificate (VPC) or ASDAN, an applied learning program that supports the development of employability, independence and post-school pathways.
Nelson Park works in partnership with Northern Bay College to access the Geelong Industry Trade Training Centre, where senior students participate in vocational programs such as Hospitality, Automotive and Building and Construction
,
as well as School Based Traineeships.
Nelson Park School values learning and effort, cooperation, respect and community
,
and works closely with families, community organisations and industry partners to provide meaningful learning opportunities for students.
Nelson Park School is committed to the safety and wellbeing of all children and young people.
The school has zero tolerance for child abuse and is committed to providing a child safe, inclusive and culturally safe environment for all students
Selection Criteria
SC1: Educational leadership
Outstanding capacity for visionary and exemplary educational leadership of the school,



including highly developed skills in leading and managing 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.
Demonstrated ability to implement Department policies to a high level.
An understanding of, and a commitment to, the use of learning technologies for students and staff.
SC4: Leadership of staff and students
A highly developed capacity to motivate staff, develop their talents and build an effective team.
A capacity to foster a learning environment that takes account of the individual needs of students and develop their special abilities and talents.
SC5: Interpersonal and communication skills
Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
Highly developed interpersonal and communication skills and an ability to work with parents and the community to develop a robust learning environment.
SC6: School Based Criterion
A highly developed ability to build, influence and lead a culture of trust and confidence in, and with students, staff, and parents of the wider 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
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.
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 ******
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:

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:

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
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 ****, 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 **** 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.

📌 Assistant Principal-Range 1 (Warrnambool)
🏢 Department of Education & Training, Victoria
📍 Warrnambool