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, including proven leadership of Professional Learning Communities.

· 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 setting 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.

SC6 Demonstrated high level educational leadership with a proven capacity to lead the development of a senior school applied learning program that support, advocates the learning and wellbeing of all students.

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

Assistant Principal¿ Senior School ¿ Applied Learning

Assistant Principal - Senior School ¿ Applied Learning will be responsible and accountable to the College Principal Team in particular to the Assistant Principal - Senior School. This role will be part of a team of leaders responsible for Year 10-12 students at the Senior Campus.

It is expected that the person appointed to a leadership position will work with the College Executive Team on the emphases as required by the College Strategic Plan, Annual Implementation Plan and in accordance with all College policies.

Responsibilities

The Assistant Principal- Senior School ¿ Applied Learning at Bemin Secondary College:

ProgramLeadership

- Lead and build the capacity of coordinators and teachers to create a safe, inclusive and respectful Senior school learning community, based on high expectations especially dedicated to students who have selected VCE VM and VPC pathways.
- Establish consistent expectations for behaviour, participation and effort across the senior school and VCE VM and VPC pathways.
- In collaboration with the Principal Team, develop a team identity and culture and promote this culture through celebrations and a range of activities that promote student voice and agency.
- Co-lead collaboration with other Sub School Leaders to ensure consistent implementation of school policies and processes from Year 10 to 12 in relation to applied learning & VCE VM
- Work in collaboration with the Principal team and Sub school Leaders to ensure consistency on approaches to implementing SWPBS practices and Positive Classroom Management strategies.
- Ensure a smooth and supported transition into Senior school pathways through proactive relationship-building, communication, and transition processes
- Lead early identification and intervention strategies to support student learning and engagement at Senior school

Student Learning

- Model effective and exemplary teaching and learning strategies in the classroom
- Lead and model the implementation of key school improvement strategies in learning and wellbeing, including the Bemin Instructional Model, SWPBS routines, VTLM2.0 and Curriculum/Assessment design processes.
- Lead the development and implementation of the Year 10-12 Applied Learning Program. This includes supporting of the Year 10 elective program; and the delivery of high quality VCE VM & VPC curriculum that aligns with VCAA guidelines and the needs of the cohort.
- Liaise and collaborate with the Leading Teacher - Careers & Pathways, Curriculum Leaders and VET provides in organising, delivery and monitoring of VM structured workplace learning programs.

- Guide teachers across Senior school in analysing and using data to inform instruction, including pre and post testing, taking note of VCAA examiner advice, implementation of improvement and differentiation strategies and moderation of student work in order to monitor and maximise student learning growth.

- Liaise with VASS coordinator regarding VASS/VCAA requirements pertaining to the VM & VPC program.

- Facilitate, in conjunction with the Assistant Principal - Senior School and Subschool team School Improvement Meetings, relevant Professional Learning, Senior school staff Induction, Student Orientation Programs and transition programs

Targeted Intervention & Support

- Identify students at academic, engagement, attendance or wellbeing risk in Years 10-12 using school-based and external assessment data, teacher feedback, and wellbeing indicators.




- Liaise with Education Support Careers team to monitor VET student attendance across VM & VPC cohort and work with VET providers to ensure high level of attendance and completion of units.
- Design, implement, and monitor individualised or group-based interventions that support student identified interest in applied learning.
- Lead collaborative development of Individual Education Plans, Behaviour Support Plans, and re-engagement strategies with staff, VCE VM & VPC students, and families.
- Track progress of students receiving interventions and regularly review effectiveness through data analysis and feedback.

Student Engagement, Pathways & Wellbeing

- Collaborate with careers and pathways staff to ensure interventions align with student goals and post-school transitions.
- Lead the relevant school staff in the planning and implementation special activities for Senior school students
- Work with the Principal team and Leading Teacher - Careers & Pathways and Senior school team to support Senior school Pathway/course counselling support and subject selections processes
- Lead the course counselling, work experience and VET course selection for students who wish to engage in Applied learning
- Lead the Year 11 and Year 12 VM pathway interviews and assist students with planning for post-secondary school opportunities
- Lead VCE VM & VPC students in goal setting and progress interviews in response to their individual data to promote student agency and build motivation.
- Monitor VET student attendance across VM and VPC cohort and work with the Leading Teacher - Careers and Pathways and Senior School Leaders to promptly identify VET attendance patterns/at risk.

Whole School Leadership

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery
- Contributing to the overall leadership and management of the school
- Contributing to the development of proposals for school council consideration
- Other duties as allocated by the Principal

Who May Apply

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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 secure 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:

https://www2.education.vic.gov.au/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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Please ensure that your application includes:

- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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.

Location Profile

Bemin Secondary College

Two Campuses ¿ Countless Opportunities

Respect, Excellence, Innovation, Community

Bemin Secondary College requires multiple leaders, teachers and education support staff to join our team at Victoria¿s fastest-growing secondary school. The College has grown to 1500 students in its third year and will grow to a further 1700 students for 2027. The ideal applicant is innovative, flexible, and confident in their ability to contribute to the school community for the students to achieve their individual best learning and wellbeing outcomes. They will work as both a leader and community member in establishing a solid school culture. This requires strong critical, creative, and ethical thinking coupled with interpersonal skills that reflect an understanding of equity, inclusion and cultural sensitivities.

Situated across two campuses, Bemin Secondary College is Truganina¿s first secondary school, presenting a unique experience to be a part of creating a culture of educational excellence at the heart of the Truganina community. Separated by only 1.6km, our Junior (7-9) and Senior (10-12) campuses are located:

- 35 minutes¿ drive from the Melbourne CBD

- 15 minutes¿ drive from Point Cook

- 15 minutes¿ drive from Caroline Springs

- 21 minutes¿ drive from Yarraville

- 26 minutes¿ drive from Essendon

In 2027 the College will continue to build on it¿s excellent foundation by further increasing the multiple subject offerings across all year levels. This is complemented by the completion of Stage 2 Build. In 2027 the College facilities will include across two sites:

- Community hubs ¿ indoor gymnasium courts; food kitchens, music and drama/dance studios

- Specialised Visual Arts (including Ceramics) and Technology (Design, Media & Digital) buildings

- Specialised Science buildings

- Learning Neighbourhood Buildings

- Libraries and resource centres

- Wellbeing & Inclusion areas

Vision

At Bemin Secondary College, all students will be empowered to achieve their individual best learning and wellbeing outcomes. The learning, growth and achievement of all young people will be underpinned by creativity, innovation and a commitment to respectfully work together to create a sustainable future for themselves and their families.

Mission

Bemin Secondary College¿s mission is to foster a learning community identified by high expectations, a commitment to evidenced based practices and a deep pride in the school values. The school promotes a strong sense of community by building strong home/school partnerships and welcoming all students from across the local neighbourhood. All students are supported to develop their identity by differentiated pathways while acknowledging that their individual cultures and personal identities are sources of strength.

School Expectations

At Bemin Secondary College, all teachers are expected to commit to collaborating in a multidisciplinary way while working in a professional learning community. All teachers have the opportunity to work across both campuses, based on qualification and experience.

All teachers are expected to develop and/or demonstrate a deep understanding of the School¿s pedagogy and the ability to co-create and action the delivery of a guaranteed and viable Victorian Curriculum and/or Victorian Certificate of Education (VCE) senior school program. Along with the expectation that all students will achieve their best individual outcomes, the School is committed to ongoing adult learning and skill improvement. It is an expectation and requirement that all teachers embrace the School Wide Positive Behaviour framework that focuses on the teaching and re-teaching of all students' behaviour expectations and routines. All staff work in partnership with parents and families to provide ongoing feedback about student learning growth and wellbeing.

Bemin Secondary College is committed to building the literacy and numeracy skills of all students across both campuses.

Teaching and Learning
Bemin Secondary College has established a robust Professional Learning Community (PLC) culture supported by an inquiry model of investigation. Collaborative planning is central to the delivery of an engaging curriculum. An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.

Positive Climate for Learning
The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The School strongly advocates and teaches young people the importance of learning and behaviour routines to achieve maximum success at school.

If you are ready for the next challenge in your career in education, excel in working creatively and collaboratively to enable student success and excellence, then please contact Principal Joanne Camozzato either via phone or email to discuss the role further.

School Tours

Further information about the school or this position are encouraged to visit the Bemin Secondary College website: http://www.beminsc.vic.edu.au/

📌 Assistant Principal-Applied Learning - - Respect, Excellence, Innovation & Community (Melbourne)
🏢 Government schools
📍 Melbourne