Assistant Principal - Curriculum

Are you agile in your thinking, have a high work ethic, great sense of humour, love to work as part of a team and willing to learn?  Then we are looking for you.  Are you driven by creating something new, leveraging the expertise you already have?

Welcome to Garrang Wilam Primary School, an exciting new school that opened in 2021, located in Truganina.  Garrang Wilam (pronounced: gar-rang wil-um) is taken from the Woi-wurrung language, as spoken by the Wurundjeri people, and means `eucalyptus home¿.  Our logo means elders and students focused together, and encourages us to `dream big¿.

Vision

Our students excel in the vibrant, positive and connected community we create together.

Mission

We invite all students to come and learn, to belong and work collaboratively in their pursuit of learning.  Our people are invested in deliberate practice to create a community that truly makes a difference. Our community will develop over time through shared experiences and an aligned focus on what matters; learning.

Values

A respect of all cultures and beliefs is an essential characteristic of global citizens, thus we live by a set of values that underpin this.  We want our students, staff, parents and community members to show;

Together

Focus

Strength

Lead

The success of our outcomes is due to our collective approach to

Positive education 

High expectations

Clear instructional framework for teaching and learning

Using evidence and research to make decisions 

Partnerships

Our goals

Building practice excellence

Setting expectations and promoting inclusion

Connecting schools

Our imperatives are 

Safety, people, culture

Organisational capacity and capability

Consistent teaching and learning framework

Our Metrics

Student achievement, student voice, goal development and wellbeing outcomes

Parent opinion and contribution

Staff development and wellbeing

Teaching and Learning

The instructional framework at Garrang Wilam Primary School is informed by the Gradual Release of Responsibility (GRR) model.

The Pedagogical Model is

aligned with the Victorian teaching and learning model that incorporates the vision for learning, practice principles and HITS 

focused on teacher practice as the main contributor to improved student learning outcomes

improvement-focused to assist teachers with their professional learning, including designing their PD goals

adaptive and can be modified to fit subject contexts

implemented together with the practice principles, the pedagogical model enables teachers to maintain a line of sight between their own professional development and school-wide improvement based on FISO.

Pedagogical approaches include: 

Readers workshop model

Writers workshop model 

Numeracy proficiencies

Inquiry approach to integrated learning

For more information please see our website http://garrangwilamps.vic.edu.au/

A focus on Digital Learning, The Arts (Visual and Performing), Digital Technology and Physical Education will be integral to the additional learning provided for our students.  Students have access to the latest technologies; including iPads.

Teams of teachers are given time to work and learn together focused on student data and high impact teaching strategies during weekly Professional Learning Community cycles of inquiry. The focus on professional knowledge and practice through feedback and goal setting during the performance and development process ensures all members of staff are continually growing and learning.  We are seeking a combination of expert, accomplished and graduate teachers who will deliver a challenging and stimulating curriculum.  

A positive nurturing environment which cares for each student and adult, matters. It impacts on our behaviour, our academic success and future mental and physical health. All community members of our school behave in ways that build a positive and vibrant school culture that focuses on wellness and learning.  We will use the School Wide Positive Behaviour Support framework to drive our approach to positive education.

Learning Spaces

The school includes an administration building, two learning neighbourhoods (19 classrooms), a gymnasium complex, outdoor courts and sports fields.  Inside the administration building houses a large library, first aid facilities, visual arts space, space for science/ technology and food technology space,titled the `Culinary Haven¿.  

There is enough room to accommodate between 480- 520 students in these buildings.  The site has also been planned to accommodate a peak enrolment larger than 525 and have allowed for portables to be onsite without compromising any dedicated play spaces.

The gymnasium complex includes a stadium quality basketball/ netball sized gymnasium with tiered seating, an outstanding music facility which doubles as a stage for the gymnasium. There is also a canteen and change room facilities and an extensive foyer.  It is anticipated that these facilities will be utilised for community usage including a shared arrangement with local sporting clubs to ensure sport can be accessed onsite after school. 

Teaching spaces at Garrang Wilam Primary School allow learning communities to teach in a variety of ways to ensure peer to peer student and adult learning, as well as a high level of student voice and agency.  Spaces have been designed to ensure a mix of explicit, collaborative and independent learning opportunities occur on a daily basis.  Some spaces are built fit for purpose; for example the storytelling and presentation area, where others are flexible in design to meet the needs of the inhabitants. 

The extensive outdoor spaces include hard courts, full sized grassed football oval, outdoor stage, nature play with a dry creek bed, agility playground and an extensive carpark.

Our community will develop over time through shared experiences and an aligned focus on what matters; learning.  

We welcome you to come and join us to build an extraordinary educational experience for all.  

To find out more about Garrang Wilam Primary School please contact the Acting Principal, Carly Corr on 0409 439 *** or at **********@education.vic.gov.au

* An in person school tour for potential applicants will be held on Tuesday 27th February at 4:30pm.  Please come to the school office on Alcock Road.

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.

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 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

· Demonstrated capacity to effectively monitor and evaluate the impact of the curriculum to improve student outcome.

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.

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;

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.

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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

• 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

• 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.