There will be an opportunity to tour the school on Thursday 22 August at either 11.30am or 4.00pm. Please telephone the General Office on 9760 4900 to book in for one of the tours.
Boronia K-12 College is a growing community that is committed to developing our students into responsible members of the local, national and global communities that they live in.
We are proud of all students (close to 700 across all stages of learning) at our College and the variety of pathways they pursue post-secondary school.
Throughout all stages of schooling at Boronia K-12 College we aim to develop learners that strive to be:
- Skilled communicators
- Constructors of knowledge
- Real world problem-solvers
- Ethical users of technology
To achieve this goal, we offer quality teaching and learning programs delivered by highly skilled, innovative and enthusiastic professionals.
Our contemporary buildings and grounds are second to none and provide a stimulating learning environment where students are able to maximize their potential.
As students transition into schooling at Boronia K-12 College, they experience a challenging, differentiated curriculum designed to allow them to demonstrate their abilities and progress in their learning.
Our Early Learning and Primary Years Programs combine elements of play-based learning and learning by doing, with a focus on the development of key literacy, numeracy and inquiry skills. Students continue their inquiry focus across a range of specialist programs including Music, Spanish, Art, Physical Education and Science. Our staff form positive and long lasting relationships with students and families that result in students prospering throughout their journey at Boronia K-12 College.
Our Year 7 to 9 programs build strong foundations for future success. We emphasise the core literacy and numeracy skills across all subjects in the curriculum and students access Spanish as their language study. As they progress through the College, students have growing opportunities to refine their own pathways by selecting an increasing number of electives.
Over the past decade, a signi¿cant amount of research has been conducted into engaging Year 9 students and preparing them for the demands in their ¿nal years of school. Our college has responded to this research, in conjunction with our school data, to develop a Year 9 speci¿c program centred on developing the academic, creative, physical and emotional aspects of our students. This is done through engaging, inquiry based learning experiences that foster greater independence and reignite a passion for learning. Through this program our Year 9 students have the opportunity to contribute to their world, participate in Leadership Development, City Experience, Duke of Edinburgh and cross-age tutoring programs/projects
Ensuring our new Year 7 students are happy, secure and confident with a strong sense of belonging is a priority for all staff at Boronia K-12 College. Students are supported by a dedicated team of experienced teachers in a cluster of rooms in our dedicated Learning Centre. It is within these spaces that the majority of Year 7 classes are held allowing students to develop a sense of ownership and pride over their environment and a sense of belonging and community amongst themselves and their teachers.
As students transition into later years (Years 10-12) the opportunities to refine their pathways open up and students are provided with a diverse range of subjects from all areas of the VCE/VET and VCAL curriculums. Year 10 students are encouraged to undertake VCE/VET units of study to assist in preparing them for the rigors of a full VCE/VET program the following year.
1 Educational leadership
- Outstanding capacity for visionary and exemplary educational leadership of a school or college.
- Highly developed skills in leading and managing change including the leadership of others in the process of change.
2 Financial, managerial and administrative ability
- Outstanding financial, organisational and resource management skills.
3 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.
4 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 environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
5 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.
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.
The key responsibilities of the successful applicant/s include, but may not be limited to:
- Strategic Leadership of Wellbeing and Inclusion
With a focus on:
- Leading the analysis of College data to identify improvement goals
- Leading the Engagement, Wellbeing and Inclusion Committee
- Leading the development, implementation and review of a whole school wellbeing plan designed to improve the resilience of all members of the community.
- Maintaining and leading the school community to be a restorative environment.
- Developing and implementing an attendance improvement plan for the all students at the College.
- Developing and implementing a Student Leadership Framework for the whole College that increases student agency in whole school programming.
- Building relationships with families to maximise potential of all students.
- Working with the AP – Secondary and AP - Primary to:
- Ensure the full implementation of the Colleges new Sub School structure.
- To plan, document and implement processes and procedures within the sub-school structure that support student learning and growth.
- Ensuring VRQA and DET compliance in relation to policy development in the area of wellbeing and inclusion.
- Ensuring compliance and an inclusive environment for all students in the college including:
- IELP’s for students identified as PSD, OOHC and Koorie.
- NCCD by DET
- Overseeing and directing, in consultation with the BM and AP’s (Primary and Secondary) the work of the integration team
2. Leadership of Community Partners
Cultivate and maintain the following partners:
- Secondary School Nursing Program
- Knox School Focussed Youth Services
- Primary School Nursing Program
- GP in Secondary Schools Program
- SSSO Networks (Speech, Social Work, Educational Psychologist)
- Yarra Valley Psychology (or replacement)
- CTC and Each
- KESO and VACCA
- CCC Foundation
3. Leadership of Community
With a focus on:
- Identifying and implementing programs to address the needs of the whole school community
- Leading parent forums focussed on raising the expectations of young people in our community.
- Developing a sense of College pride and community through initiating events that bring the College together.
- Working alongside leaders and teachers to promote the learning agenda of the College.
- Working with the Parents Club on planning and events.
- Ensuring that the College provides a safe, supportive and stimulating environment that engages and challenges students and adults to love learning, experience success and be effective and caring members of the global community.
4. Leadership of Student Wellbeing Coordinator, Youth Worker and Chaplain
With a focus on:
- Proactive responses to wellbeing issues
- Overseeing work including but not limited to:
- maintenance of case notes and other documentation
- participation in formal intake meetings
- triaging of student need
- ensuring professional supervision
- prioritising workflow
- states schools relief
- Breakfast Club
- Building relationships with families to maximise potential of all students.
5. Leadership of whole school productivity
With a focus on
- Leading a Sub-Committee of College Council (Marketing)
- Developing and reviewing College Policy.
- Overseeing budgets and expenditure of areas of responsibility.
- Being involved in the smooth running of key College Events for such as:
- Open Nights, Assemblies and Sports Carnivals
6. Other duties as directed by the Principal
- The Assistant Principal – Wellbeing and Inclusion will undertake professional supervision as a means to debrief to maintain own wellbeing
- The person in this role is the designated Child Safe Officer for the College
- Other duties as required
Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- 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.
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