Assistant Principal-Range 1 - Disability Inclusion

Applicants are requested to present a written response to the key selection criteria below:

SC1: Educational Leadership

Outstanding capacity to provide educational leadership that places student learning, wellbeing, engagement and inclusion at the centre of whole-school improvement.

Highly developed skills in leading and managing change, building staff capability and establishing consistent whole-school approaches.

SC2: Financial, Managerial and Administrative Ability

Outstanding organisational, managerial and resource management skills, with the capacity to manage complex student matters, competing priorities and operational demands.

SC3: Planning, Policy and Program Development and Review

Demonstrated capacity to develop, implement and evaluate programs and interventions including department policies and processes that improve student wellbeing, engagement, inclusion, behaviour and learning outcomes, child safety and attendance.

Demonstrated capacity to use student wellbeing, engagement and learning data to inform planning and whole-school improvement.

SC4: Leadership of Staff and Students

Demonstrated capacity to lead, develop and embed whole-school approaches to student regulation and re-engagement, building staff capability and ensuring consistent practices that support students to successfully participate in learning.

SC5: Interpersonal and Communication Skills

Highly developed interpersonal and communication skills, with the capacity to build positive and productive relationships with students, staff, families and external professionals.

SC6: Demonstrated ability to fulfill the position description as Disability Inclusion Assistant Principal.

Selection Criteria

KEY SELECTION CRITERIA:

Applicants are requested to present a written response to the key selection criteria below:

SC1: Educational Leadership

Outstanding capacity to provide educational leadership that places student learning, wellbeing, engagement and inclusion at the centre of whole-school improvement.

Highly developed skills in leading and managing change, building staff capability and establishing consistent whole-school approaches.

SC2: Financial, Managerial and Administrative Ability

Outstanding organisational, managerial and resource management skills, with the capacity to manage complex student matters, competing priorities and operational demands.

SC3: Planning, Policy and Program Development and Review

Demonstrated capacity to develop, implement and evaluate programs and interventions including department policies and processes that improve student wellbeing, engagement, inclusion, behaviour and learning outcomes, child safety and attendance.

Demonstrated capacity to use student wellbeing, engagement and learning data to inform planning and whole-school improvement.

SC4: Leadership of Staff and Students

Demonstrated capacity to lead, develop and embed whole-school approaches to student regulation and re-engagement, building staff capability and ensuring consistent practices that support students to successfully participate in learning.

SC5: Interpersonal and Communication Skills

Highly developed interpersonal and communication skills, with the capacity to build positive and productive relationships with students, staff, families and external professionals.

SC6: Demonstrated ability to fulfill the position description as Disability Inclusion Assistant Principal.

Role

POSITION DESCRIPTION: ASSISTANT PRINCIPAL ¿ DISABILITY INCLUSION

TIME FRACTION: 1.0

TIME ALLOWANCE ¿ All Principal Class Officers at HCSC are expected to have a teaching load.

ROLE DESCRIPTION

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.

Hoppers Crossing Secondary College expects the Assistant Principal Disability Inclusion to lead the College in the implementation of the Disability Inclusion reforms in schools including overseeing the tiered approach to Disability and Inclusion and building staff capacity in this area.

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 adaptable 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:

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

RESPONSIBILITIES:

College Wide:

- In conjunction with the School Leadership Team lead the College in achieving targets set out in the current School Strategic Plan and Annual Implementation Plan.

- Articulate to all members of the school community how the College successfully implements the updated DE Framework for Improving Student Outcomes (FISO2.0)

- Lead the implementation of the HCSC Teaching and Learning Framework, with a focus on embedding the GANAG Common Instructional Model across the College and incorporating the consistent use of the High Impact Teaching Strategies (HITS).

- Support teaching and learning practices focusing on differentiated Writing strategies for staff to implement.





- To take a proactive approach in the monitoring and implementation enforcement of the Student Wellbeing and Engagement Policy.

- Build teacher capacity by providing coaching and support, for the use of proactive classroom management strategies within the context of our Student Wellbeing and Engagement Policy.

- To develop an understanding, through classroom observations and consultation with other teachers, of the most effective, evidence-based teaching practices in the College for improving student outcomes and facilitate sharing of these practices amongst staff.

- Inspire students and staff to develop a passion for learning as well as demonstrate and promote the notion of academic rigour and a growth mindset.

Position Specific:

- Lead, support and direct the day-to-day work of the Disability Inclusion (DI) Team.

- To ensure students with disability and additional needs are engaged in education and meeting their learning goals through working collaboratively with the school¿s leadership, wellbeing staff and allied health team. They also work collaboratively with services/teams outside school, which may include Health and Wellbeing Inclusion Workforces, liaising with Student Support Services key contacts and external therapists.

- To be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students.

- Support the school community with its responsibility in developing and implementing a curriculum that is inclusive of all students as per the new Disability Inclusion model.

- Support with managing the phasing out of the DET ¿Program for Students with Disabilities¿ and collaborate to support staff with understanding the new Disability Inclusion model.

- To provide relevant PD for staff around Disability and Inclusion as well as on the development of quality IEPs for students.

- Coordinate and prioritise Disability Inclusion Profiles (Tier 3).

- Oversee completion of all documentation required by the Department of Education on students

- To liaise with the Wellbeing Team to oversee the supports for students living in Out of Home Care (OoHC) including liaising with the DET ¿Lookout¿ team as the `Designated Teacher¿

- To liaise with the Wellbeing Team to source relevant external agencies (e.g. DFFH, TAC, Youth Justice) as per individual student requirements.

- Coordinate Integration aide support, including:

- the development of timetables for all ES staff & publishing these for all staff to view each

Term, including secondary allocation during student absence.

- providing information to teachers about students needing adjustments and additional support.

- in class support for teaching aides

- one to one or small group periods of instruction when necessary

- provide relevant PD opportunities to teaching and ES staff

- Building teacher capacity with focus on teaching strategies and tier 2 and 3 supports

- Working in class to support teachers with teaching strategies and the development of Individual Education Plans

- Assisting staff to modify curriculum to meetthe needs of Tier 2 & 3 students

- Coordinate and support the work of non-school based personnel (visiting teacher services, allied health professionals, etc.).

- Coordinate and participate in Student Support Group Meetings across the college.

- Liaise with other Personnel Services and Resources (S.W.C., Community Services, etc.) as required.

- Coordinate the implementation of the Department of Education MARRUNG program including liaising with the KESO (Koorie Engagement Support Officer)

- Oversee the Koorie education program and support Koorie students in conjunction with the KESO and Koorie Education Manager and Co-ordinators.

- Lead SSGs for First Nations students (*Need to use ¿First Nations¿ as many of our students are not ¿Koorie¿ and this is not the correct reference for them.

- Oversee the submission and distribution of State School Relief applications including computers, textbooks, calculators and uniform items.

- Prepare, lead and participate in DIP Parent Meetings, Year Level Coordinators and relevant experts.

- Collecting the relevant information for any student who has been identified as potentially being included in the DIP process.

- Support the implementation of the Language Support Program at the College including;

- Collaborating with the referral process

- Working in class to support teachers with adjustments/teaching strategies

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📌 Assistant Principal-Range 1 - Disability Inclusion (Melbourne)
🏢 Government schools
📍 Melbourne