Occupation:
Principal and assistant principal
Location:
Melbourne - Northern suburbs
Reference:
*******
Selection Criteria
SC1 Educational leadership
Outstanding capacity for visionary and exemplary educational leadership of a school.
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.
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.
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.
Proven ability to lead and implement effective student management and wellbeing practices that promote engagement, inclusion, attendance, and positive learning behaviours.
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:
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:
Each Deputy Principalwill assist the College Principal in the performance of his duties, and will assume the responsibilities, as required, of the College Principalduring his absence.
This will involve attending functions in and outside of the College, making decisions on behalf of the College Principal, as well as reflecting and representing the views of DE and the College, when needed.
The College has 6 Deputy Principals (Level 3) who are predominantly involved in educational leadership and the overall management of all school staff and students,



as well as contributing to the establishment and maintenance of a supportive school environment and learning culture.
Deputy Principal: Student Engagement and Management:
This role hasresponsibility for leading:
Student engagement and management practices
Student Enrolment processes
Student transition practices
This Deputy Principal oversees and supports:
Student Attendance measures
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).
Mount Ridley P-12 College was founded in **** and is located in the City of Hume, one of Melbourne's rapid growth corridors.
Situated on an 11 hectare site along Hampton Street in Craigieburn and approximately 26 kilometres north of the CBD, the College includes provision for both primary and secondary students with an enrolment figure of approximately **** students across the whole College.
The current College's Student Family Occupation (SFO) index is 0.59 whilst our Student Family Occupation and Education (SFOE) index is 0.48.Although these figures indicate a high level of family social disadvantage, increased funding levels provided by the Education Department aim to assist with raising the educational outcomes of our students.
The College offers curriculum provision and facilities for students in Prep to Year 12 governed by a single School Council.
It incorporates an innovative and flexible design to meet current and changing pedagogical approaches to State education.
Located adjacent to the Maternal and Child Health Service developed by the Hume City Council, the College works closely with the Craigieburn Child and Family Centre in integrating learning and teaching programs so as to achieve a seamless transition into primary school.
Adjoining recreation facilities established by the Hume City Council, Stockland, the AFL and the Calder Cannons Football Club are also providing opportunities for shared ventures.
The College has developed a Community Garden project which is focussed on providing students of all ages with the opportunity of learning, applying and sharing practical sustainability and healthy living skills.
The College has four Mini Schools:
Early Years (Prep ¿ Year 4);
Middle Years (Years 8 and 9); and
An extensive senior leadership team structure consisting of Principal Class members, Leading Teachers and Learning Specialists, assisted by Administration Staff, supports students, staff and families in each Mini School.
Mount Ridley College is well serviced by a range of facilities.
Buildings in the Early Years Mini School are based around Learning Neighbourhoods with creative, interactive and reflective spaces in each neighbourhood.
There are Prep, Years 1, 2, 3 and 4 Learning Neighbourhoods.
The creative spaces are used for small group work and for problem solving or project based work.
A common space in the centre of each Learning Neighbourhood is used for larger group work and team teaching.
In addition, there is a separate music space, a multipurpose room and gymnasium that can be used for performing arts and indoor recreational activities.
Our Early Years Italian and Japanese Languages program is delivered from a dedicated Learning Hub, whilst a canteen, library and designated administration area service the wider needs of the Early Years Mini School.
In recent years, an Early Years DICE room has been created for the purpose of providing students with across-curriculum (Science, Design Technology Digital Technology, Mathematicsand Inquiry) based approach to learning.
Like their older peers, this space supports students in developing skills in critical thinking, creativity, communication and self-direction.
As part of the national Community Hubs project, the College operates a Community Hub on the Early Years site for the purpose of connecting refugee families with their community.
Services being provided include English language programs; cultural heritage and diversity projects; and vocational training.
The Junior Years Mini School consists of two Learning Neighbourhoods incorporating interactive learning and teaching spaces, student `break-out¿ studios, computer labs and specialist science rooms.
Years 5 and 6 students are exclusively accommodated in the Midland Learning Neighbourhood, whilst Year 7 students are located in the Paddington Learning Neighbourhood and adjacent Learning Hubs.
Each Learning Neighbourhood has flexible learning areas that promote creative,



interactive and reflective practices.
An administration area servicing the needs of the Mini School is based in one of the Learning Neighbourhoods, accommodating support and senior staff.
Teaching teams are also located across the two Learning Neighbourhoods and nearby Learning Hubs.
For ease of access for students and staff, the Junior Years Student Management team is located in the Paddington Learning Neighbourhood.
Students and staff in the Middle Years Mini School are accommodated in a Learning Neighbourhood, along with a number of re-locatable general purpose classrooms.
Specialist facilities in the Learning Neighbourhood include a Science laboratory, Computer Suite and a combined Art and Technology room.
In order to support students, the Middle Years Student Management team is located in the Brighton Learning Neighbourhood.
Years 8 and 9 students undertake a two-year program known asThe Middle Years Certificate.
Over the course of this time, students are invited and provided opportunities to participate in additional activities such as excursions, incursions, community projects and leadership ventures.
These activities are recorded and acknowledged at the end of Year 9 when students are awarded their Completion Certificate at a celebratory ceremony.
The Willandra Learning Neighbourhood incorporates a Prep to Year 12 Student Pathways Centre and teaching and learning spaces for our Years 11 and 12 students.
A Study Centre is located within the central area of this facility, supporting students toconnect, create and learn collaboratively and individually as required.
At the same time, half of the building convertsinto a Senior Years student assessment and examination centre when necessary.
A Community Hub has also been incorporated into this facility to support and expand our numerous business and community alliances.
An administration area is located in the building to service the needs of Middle Years and Years 11 and 12 students.
Senior staff, teachers and the Years 11 and 12 Student Management team are on hand to support students.
In **** we welcomed the addition of a new facility in the form of a double storey building known as Nottingham.
It consists of 8 general purpose classrooms (that can be transformed into another student assessment/examination centre), an Art space, a Science classroom, two computer labs, student breakout spaces, staff workrooms and staff amenities.
This state-of-the art project accommodates the learning needs of our Year 10 students.
The Year 10 Mini School Administration and Student Management office is also located in this building for ease of access for our students.
A 300 seat Theatre and additional performing arts spaces are also key features of this building and have been designed to further enhance student¿s acting, dance, and music skills.
Our Languages and Professional Learning Centre, known as Landale, services our Italian and Japanese Languages program, EAL Classes, Sister School partnerships and International Students Program.
Staff associated with these programs are conveniently located in this building so as to provide students with the necessary supports they require.Professional Development programs for staff, aimed at building pedagogical knowledge and enhancing student engagement practices also operate from this space.
In ****, the College implemented a Punjabi Language Immersion Program at Year 7.
Students study the Punjabi language content as well as being further immersed in the application of its vocabulary, listening, writing, and speaking skills in Humanities classes.
This program has continued into Year 8 and will continue to Year 9 in ****.
By incorporating the Punjabi language in the teaching of Humanities, students will have the dual advantage of learning the Humanities subject content matter, along with the simultaneous learning of an additional language.
This approach is practised and highly regarded in overseas countries where students are required to study a language and at least one core subject area together.Given the immersive and unique nature of this program, Year 7 students will be required to submit an Expression of Interest and undertake a two-fold entry process involving an aptitude test and interview.
At Year 10, Punjabi has been added to the College¿s current Italian and Japanese languages programs which students can then select from.
Connecting our students to the world around them remains a major focus of our College.
Our sister school Japanese program has been successfully operating since ****.
On six reciprocal occasions, students from Akatsuki Junior High School have visited our College and students and staff from our College have visited Akatsuki.
The sister school partnership program developed with the Liceo Scientifico Alessandro Volta in Sicily, Italy commenced in ****.
During this time our College has visited the Liceo Scientifico on three occasions for the purpose of enhancing student language skills; providing a rich cultural experience; and developing staff professional opportunities.Alongside this, we have developed a sister school partnership with Delhi Public School (DPS) in Noida, India.This has resulted in two visits from students and staff from Delhi.
Members of our senior leadership team toured India and visited DPS in January **** for the purpose of investigating joint programs including staff professional learning exchanges and student learning opportunities.
In late **** we worked closely with the Victorian Department of Education for the purpose of expanding our sister school program to include partnerships in China.
As a result, the College has signed reciprocal agreements with Chengdu Eldu Wisteria Primary School and Chengdu Shishi Tianfu High School in the Sichuan Province.
A program including student cultural tours and staff professional learning exchanges is now in place.
Staff and students from Chengdu Eldu Wisteria Primary School travelled to our College in April ****, whilst MRC staff and students undertook a Study Tour of China and school visits in October that year.
Student study tours to Italy and Japan occurred in **** and we look forward to our a student study group from Japan visiting us in ****.
Two full sized gymnasiums for Years 5 ¿ 12 students; a synthetic grassed futsal
#J-*****-Ljbffr

📌 Deputy Principal: Student Engagement And Management - Range 3 (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne