AddressBelgrave South Primary School is located in the Dandenong Ranges, 37 km east of Melbourne. The area enjoys the benefits of living on the rural fringe of the suburbs, yet near main arterials and the rail network. Environmental planning restrictions limit the areas for future residential development in the area. The location of the school in the centre of the township helps the school maintain a very high profile with all local residents. The majority of the students live within walking distance of the school; however some students travel from surrounding areas such as Kallista, Cockatoo, Selby and Ferntree Gully.
The student population of 350 students will be catered for in sixteen classroom groups with enhancement from specialist programs in Visual Arts, Performing Arts, Physical Education and LOTE Japanese is offered at all levels of the school.
Explicit teaching with differentiated learning opportunities are expected practices at Belgrave South Primary. Curriculum planning and implementation is critical at all levels. Teachers constantly endeavour to incorporate a range of teaching strategies and activities to cater for the diversity of student learning styles and needs. The school has a well developed program to support students who have a disability or impairment.
Literacy and Numeracy programs are the foundations for curriculum development and implementation, with the support of trained personnel. The School Wide Positive Behaviours program provides the basis of our student wellbeing programs and our students are supported by our Chaplain.
The school provides a wide range of activities to enrich and support the curriculum at all levels. Camps, excursions, school visits, sporting events, school wide swimming, arts, production, and instrumental groups are examples of opportunities offered to students to broaden their learning, and encourage their involvement in the school community.
A major building refurbishment was completed in 2011 providing 6 new learning areas with central shared space. The school¿s technology network enables students and staff access to process information from both local and global sources. The addition of Smartboards and School iPads into Grade 5 & 6 , and a Computer Lab that all grades access has enriched learning across the school.
Strong links have been established with local pre-schools. A six week transition program conducted by the school has been used as a model throughout the state. The teachers of students in Years 5 and 6 work closely with local secondary colleges to pave the way for a smooth transition, for their students, into the next phase of education.
Parents and community members are active within the school, through formal avenues such as School Council and Parent Association and in classroom support and extension programs. The school is actively involved in the `Kids Hope¿ mentoring program, involving members of the local community, and encourages the use of local experts at all levels of the school curriculum.
1. Educational leadership
a. Outstanding capacity for visionary and exemplary educational leadership of a school or college.
b. Highly developed skills in leading and managing change including the leadership of others in the process of change.
2. Financial, managerial and administrative ability
a. Outstanding financial, organisational and resource management skills.
3. Planning, policy and program development and review
a. Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
b. Demonstrated ability to implement Department policies to a high level.
4. Leadership of staff and students
a. A highly developed capacity to motivate staff, develop their talents and build an effective team.
b. 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
a. Highly developed interpersonal and communication skills in individual, small group and community contexts.
b. Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
c. 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.
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;
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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
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.
