Department of Education Victoria – Werribee VIC

17h ago , from Department of Education & Training Victoria

Nganboo Borron School is located at 2 Frome Cr, Werribee, and supports students with mild to profound intellectual disabilities in the Wyndham area. Students access specialised education services and high-quality learning and wellbeing programs. Nganboo Borron School has capacity up to 148 students, enrolling students from Foundation to year 12.

Nganboo Borron School is a specialist school supporting students with intellectual disabilities and diverse learning, communication and behavioural needs. The school promotes inclusive, safe and respectful learning environments and works to strengthen student engagement, participation, independence and wellbeing through a positive behaviour support framework.

Our facility consists of 4 permanent buildings, including: an administration building (incorporating school library and staff lounge); 2 learning neighbourhoods (1 Junior and 1 Senior); a community hub with indoor multi-use court; canteen; arts/music spaces; hard courts; and a sports field.

Students have great modern learning areas with air conditioning and heating inside with undercover walkways and shelters for protection from the weather when outdoors. The school is designed to be environmentally sustainable. More information about the school build can be found on the Victorian School Building Authority (VSBA) new schools website.

Nganboo Borron School | Victorian School Building Authority (schoolbuildings.vic.gov.au)

MOTTO

'Empowering minds, nurturing hearts, celebrating diversity: Together we thrive'

VISION





Nganboo Borron School's vision is to become an outstanding provider of evidence based inclusive education that celebrates diversity and creativity, encourages a growth mindset, fosters independence and promotes lifelong learning to empower students to reach their potential.

MISSION

Nganboo Borron School's mission is to create an inclusive, safe and welcoming educational environment where our students feel connected, engaged and supported to learn, grow, create and thrive within and beyond our community.

Selection Criteria

SC1 Educational leadership

Outstanding capacity for visionary and exemplary educational leadership of a school or college. Experience in a specialist, special, special developmental or supported inclusion school setting is highly desirable. 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. A highly developed understanding of the Student Resource Package including the Disability Inclusion Profile, targeted funding initiatives, workforce planning processes, recruitment processes and the Victorian Government Schools Agreement (VGSA).

SC3 Planning, policy and program develop and review

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



Experience in leading Foundation Level A-D curriculum development is highly desirable. Demonstrated ability to implement Department policies to a high level. An understanding of, and a commitment to, the use of adaptive technology to improve access to 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 transparent 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.

SC6 Community Criterion

Demonstrated high level capacity to develop and maintain a school culture that is inclusive; values building student independence; promotes the ideal of unconditional positive regard; promotes the use of Structured Teaching (TEACCH), SWPBS & PCMS. Commitment to the use of instructional coaching frameworks for continual improvement and implementation of evidence based practices to support the needs of our student cohort.

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 a

📌 School Planning and Operations (Australia)
🏢 Department of Education Victoria
📍 Australia