Assistant Principal-Range 2 - Positive Climate for Learning

Department of Education Victoria – Lalor VIC

3d ago , from Department of Education & Training Victoria

Lalor Secondary College is a co-education school for students in Years 7 to 12. The school has provided the communities of Lalor, Thomastown and Epping with educational opportunities that prepare our students for their chosen pathway, be it tertiary study, trade or workforce. Our mission is to provide opportunities in a caring and supportive learning environment so that our students improve their capacity to become socially responsible, caring and confident contributors to the 21stcentury.

Due to the high demand in our local community, the school will continue to have a ceiling at Year 7 for 170 to 180 students. The schools student population ranges from 1000 to 1050 students TheschoolscorevaluesofPride,Achievement,Caring,CooperationandHonestyareembeddedinourwellbeingandteachingpractices,aswellasourStudentCodeofBehaviour. Highexpectationsandwelldevelopedpolicyandpracticesensureacalmteachingenvironment thatallowsthefocusoftheclassroomtobecentredaroundtheteachingandlearning.Thehighexpectationsaredrivenbyastudentculturewherestudentsmotivateandinspireeachothertoachieveexcellenceintheacademicfield,appliedlearningfieldorthroughtheextra-curricularprogram.

Theextra-curricularprogramissupportedbybothstudentandstaffledclubs.SomeoftheseincludetheScienceandMathsclubs,MacedonianFolkDancingClub,ArtClub,AnimeClub,Walking Club, Mindfulness Club, Breakfast Club,HorticultureClub,SportsProgram,House Program,MusicProgram,Year12Mentor ProgramandChessClub.ThisalsoincludesauniquepartnershipwithABCN thatprovidesnumerousleadershipopportunitiestoourstudentsthatsupportsthestudentleadershipstructuresofthe College.TheschoolhasanestablishedanddedicatedWellbeingTeamthatdeliversacoordinatedapproachtotheStudentWellbeingProgramsthathavebeenembeddedintotheschoolcurriculumandculture.Someoftheseprogramsinclude`YogaThursdays',PeerSupport,AfterSchoolHomeworkClub,AnimalAssistedTherapyandthePre-OrientationProgram.TheCollegealsooffersdistinctiveeducationalprogramssuchastheYears7to10differentiatedMathsprogram,Years7to 9LiteracySupportProgram,HighPotentialLearningProgram,Years7to12languageprogramofferingMacedonian,Greek, ItalianandFrenchandanextensiveelectiveprograminYears9and10.

Ourschoolcommunityacknowledgestheabilityandtherightofallstudentstolearnandtoexperiencesuccessintheclassroom.TheCollegedeliversarigorousandcomprehensiveeducationalprogrambuiltaroundtheVictorianCurriculuminYears7to10,whereachallenginganddiversecurriculumcatersfor avarietyoflearningstyles.Thevaryingtalentsofstudentsatyears7to10arerecognisedandcelebratedandexcellenceandeffortarerewardedthroughouttheCollegeat regularintervalsthroughouttheyear.TheprogramofferedatYears11and12providesopportunitiesforstudentstoexcelin VCE, VCALandVET,whichislongestablishedthroughresultsthatare above state average.TheschoolhasastrongpathwaysprogramthatensuresahighretentionfromYear 7toYear12andassuresallstudentsinYears9to12receivecounsellinginchoicesofstudyandfocusesonprovidinganindividualpathwayforeverychild.

Our most recent building upgrades include a new Science Centre which promotes an open learning environment with the focus on independent and inquiry learning for our junior students, a new senior study centre for Year 12 students and a new administration area offering a formal workplace for our administration services to function.

Information about the school, its ethos, programs and the Strategic Plan and Annual Implementation Plan can be obtained at our website

Selection Criteria

SC1 - Educational leadership

- Outstanding capacity for visionary and exemplary educational leadership of a school or college.
- 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.
- 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.

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 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

Role

The Assistant Principal ¿ Positive Climate for Learning is a member of the Principal Class and provides strategic leadership for the development of a safe, positive, inclusive and engaging school culture in which every student is supported to learn, participate, belong and achieve.

The Assistant Principal leads the school's approach to student engagement, attendance, behaviour, student support, student leadership, transitions and positive school culture. The position ensures that systems and practices across Years 7¿12 are consistent, proactive, responsive and aligned with the school's values, strategic priorities and Department of Education requirements.

The role provides leadership of the Year 7¿12 Student Support and Engagement Team and oversees the implementation of the school's Engagement Framework, ensuring that staff have clear processes for identifying, supporting and responding to students experiencing barriers to engagement, attendance, behaviour or learning.

The Assistant Principal works closely with the principal, other Assistant Principals, Sub-School Leaders, Student Programs Leader, Wellbeing Team, teachers, Education Support staff, students, families and external agencies to ensure that student support is coordinated and focused on positive outcomes.

A significant component of the role is developing student agency and leadership, including the coordination of the Student Representative Council, House Program and broader student leadership opportunities from Years 7¿12.

The Assistant Principal ¿ Positive Climate for Learning leads the development of a school culture in which every student feels safe, connected, valued and supported to achieve their potential.

The position provides strategic leadership of student engagement, attendance, behaviour, student support, transition and student leadership across Years 7¿12. Through the leadership of the Student Support and Engagement Team, implementation of the LSC Engagement Framework, development of student leadership and oversight of Sub-School wellbeing and engagement processes, the Assistant Principal ensures that the conditions for learning are deliberately created and sustained across the school.

The role recognises that a positive climate for learning is not simply the absence of poor behaviour. It is a culture characterised by solid relationships, high expectations, student agency, belonging, respectful behaviour, regular attendance and a shared commitment to learning and achievement.

The position also has responsibility for an allocated Sub-School and provides leadership in relation to student welfare, discipline, attendance, case management, parent communication, enrolments and student support.

For a full position description, please contact Daniel Planksken.

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*******@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 secure 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:

Other Information

- 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

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 at Recruitment in Schools.

#J-18808-Ljbffr

📌 Assistant Principal-Range 2 - Positive Climate for Learning (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne