Assistant Principal Range 2 - Educational Leadership Disability Inclusion

Government schools – Melbourne Northern Suburbs VIC

(i) Outstanding capacity for visionary and exemplary educational leadership of a school.

(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.

(SC2) Financial, managerial and administrative ability

(i)Outstanding financial, organisational and resource management skills.

(SC3) Planning, policy and program development and review

(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

(ii)Demonstrated ability to implement Department policies to a high level.

(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

(SC4) Leadership of staff and students

(i) highly developed capacity to motivate staff, develop their talents and build an effective team.

(ii) 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

(i)Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii) An ability to work with parents and the community to develop a strong learning environment.

(SC6) Demonstrate Inclusive Practice and Student Support Improvement

(i) Demonstrated capacity to lead, strengthen and evaluate whole-school approaches to Disability Inclusion,



including the development of effective Multi-Tiered Systems of Support.

(ii) Demonstrate an extensive knowledge of Disability Inclusion practices and processes and the effective coordination of resources, interventions and specialist supports.

(iii) Capacity to build staff capability in delivering consistent, proactive and evidence-informed practices that improve student participation and learning outcomes.

Selection Criteria

(SC1) Educational leadership

(i) Outstanding capacity for visionary and exemplary educational leadership of a school.

(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.

(SC2) Financial, managerial and administrative ability

(i)Outstanding financial, organisational and resource management skills.

(SC3) Planning, policy and program development and review

(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

(ii)Demonstrated ability to implement Department policies to a high level.

(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

(SC4) Leadership of staff and students

(i) highly developed capacity to motivate staff,



develop their talents and build an effective team.

(ii) 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

(i)Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii) An ability to work with parents and the community to develop a strong learning environment.

(SC6) Demonstrate Inclusive Practice and Student Support Improvement

(i) Demonstrated capacity to lead, strengthen and evaluate whole-school approaches to Disability Inclusion, including the development of effective Multi-Tiered Systems of Support.

(ii) Demonstrate an extensive knowledge of Disability Inclusion practices and processes and the effective coordination of resources, interventions and specialist supports.

(iii) Capacity to build staff capability in delivering consistent, proactive and evidence-informed practices that improve student participation and learning outcomes.

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 d

📌 Assistant Principal Range 2 (Melbourne)
🏢 Government schools
📍 Melbourne