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 iii. Comprehensive knowledge of effective teaching strategies that demonstrates an understanding of how students learn

Financial, managerial and administrative ability

Outstanding financial, organisational and resource management skills

Leadership of staff and students

A highly developed capacity to motivate staff, develop their talents and build an effective team

A transparent 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.

Planning, policy and program development and review

Demonstrated ability to implement Department policies to a high level, including the ability to manage issues related to master planning and innovative development of College resources to achieve high quality student outcomes across the school.

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.

Community Criterion

Demonstrated high level ability to develop, lead and manage whole school curriculum programs, to analyse and effectively use data to improve student learning outcomes and build staff capacity within a team-oriented learning environment.

Demonstrated capacity to lead programs which respond to the learning with complex needs, differentiation and inclusion.

Proven capacity to improve teaching practice within the school.

Demonstrated capacity in instructional leadership (coaching and modelling best practice).

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.

Selection Criteria

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 iii. Comprehensive knowledge of effective teaching strategies that demonstrates an understanding of how students learn

Financial, managerial and administrative ability

- Outstanding financial, organisational and resource management skills

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.

Planning, policy and program development and review

- Demonstrated ability to implement Department policies to a high level, including the ability to manage issues related to master planning and innovative development of College resources to achieve high quality student outcomes across the school.

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.

Community Criterion

- Demonstrated high level ability to develop, lead and manage whole school curriculum programs, to analyse and effectively use data to improve student learning outcomes and build staff capacity within a collaborative learning environment.
- Demonstrated capacity to lead programs which respond to the learning with complex needs, differentiation and inclusion.
- Proven capacity to improve teaching practice within the school.
- Demonstrated capacity in instructional leadership (coaching and modelling best practice).

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 (seeWorkplace 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*******@education.vic.gov.au

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:

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:

pal/values-department-vps-school-employees/overview

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 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 atRecruitment in Schools.

Location Profile

St Albans East Primary School is located in the well-established residential suburb of St Albans within the City of Brimbank and serves a culturally rich and diverse community. The school currently has an enrolment of 362 students across 16 classes, with an average class size of 22 students. The school's Student Family Occupation (SFO) index is 0.75, and 84% of students come from Language Backgrounds Other Than English (LBOTE).

The school proudly hosts the Primary Deaf Facility for Melbourne's western suburbs, supporting the specific learning needs of Deaf and Hard of Hearing students. There are currently 9 students enrolled in the facility, supported by two Teachers of the Deaf and an Auslan interpreter. To further promote inclusion and communication, Auslan is taught as the school's Language Other Than English (LOTE).

St Albans East Primary School provides a comprehensive curriculum aligned with the Victorian Curriculum and is continuing to strengthen teaching and learning practices through the implementation of the Victorian Teachingand Learning Model 2.0.

The school maintains a solid commitment to improving student outcomes in literacy and numeracy, which remain key priorities. School improvement efforts are focused on:

- Building teacher capacity to improve student learning outcomes in literacy and numeracy.
- Meeting the individual learning needs of all students through Individual Learning Plans (ILPs).
- Expanding opportunities for digital learning and increasing access to digital technologies.
- Delivering social and emotional learning programs that complement the formal curriculum.
- Implementing innovative approaches to curriculum delivery and student engagement.
- Strengthening partnerships and support for children, families, and the broader community.

A significant milestone for the school has been the completion of a $17 million Capital Works Project, which has transformed the learning environment and enhanced opportunities for students and the wider community. These modern facilities provide exceptional learning environments and position the school strongly to meet the future educational needs of its students and community.

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