Assistant Principal-Range 1

Location Profile
Baxter Primary is a vibrant, community-based school established in 1890 and situated 3km from the township of Baxter. Currently we consist of 7 multi-age classes and 2 straight Foundation classes with a total enrolment of 197 students. The school is proud of its long history and service to the community.
Baxter Primary School has beautiful surroundings with large spacious outdoor areas. These include two grassed sports fields, senior and junior playgrounds, a basketball court, vegetable garden, sensory garden and a multi-functional outdoor space. These areas encourage learning through play and promote high levels of movement and exercise for good physical and mental wellbeing. We also completed a $2.5 million redevelopment of our Junior School in 2020.
Baxter Primary School is a caring community where students are encouraged to reach their full potential and become successful citizens. Parents are encouraged to play a significant role in the guidance of their children¿s education, together with our experienced, caring and nurturing staff.
Working collaboratively we aim to build a community of responsible and resilient learners who strive to achieve academically, creatively and socially. We value being kind, respectful, inclusive and encouraging of others.
At Baxter Primary we are deeply committed to teaching and learning. We offer a structured Literacy program that promotes skill development in reading and viewing, writing, speaking and listening in a supportive and stimulating environment. Planning is based on the Victorian Curriculum and is supported by best practices around literacy acquisition. We use explicit teaching across all year levels. At Baxter Primary our two-hour daily literacy blocks are non-interrupted learning time for children in Foundation to Year 6. Our staff are developing their professional knowledge of the Science of Learning, which is now guiding the pedagogy in our classrooms.
Baxter Primary School has an open-door policy where parents, students and staff are encouraged to build respectful relationships with each other. The school provides a comprehensive curriculum for all students from Foundation to Year 6 in the areas of Literacy, Numeracy, Technology, Science, Humanities, The Arts, Health and Physical Education.
Our teachers plan in teams, focusing on a low variance and guaranteed curriculum for all students. We use student data to personalise learning in our quest to improve student learning outcomes. We operate as a Professional Learning Community (PLC).
Our school utilises the services of a part-time Chaplain to support our students and their families. Our Respectful Relationships Program and Buddy Program enhance our children¿s sense of wellbeing and belonging.
Other enrichment programs and extracurricular activities include instrumental music, environmental activities, lunchtime clubs and a wide range of sporting activities. We also offer our students a weekly Breakfast Club.
A Before and After School Care facility is available Monday to Friday and includes a school holiday program.
Selection Criteria
Demonstrate capacity in the following areas;
KSC1 Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.
(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
KSC2 Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
KSC3 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.
KSC4 Leadership of staff and students
(i) A 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.
KSC5 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.
KSC6 School Criterion
(i) Demonstrated ability to develop and implement a whole school pedagogical change to the Science of Learning.
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 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.
Responsibilities
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;
Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
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
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
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
Other Information
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
Conditions of Employment
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
Program Benefits
No job description available
VIT LANTITE
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.