Assistant Principal-Range 1

Heany Park Primary School is an International Baccalaureate World School. IB World Schools share a common philosophy a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision. For further information about the IB and its programmes, visit www.ibo.org

At Heany Park Primary School we facilitate an engaging and stimulating learning environment where students are challenged and encouraged to achieve their full potential. Our community proudly demonstrate our school values of Acceptance, Life-long learning, Integrity and Respect. The high quality educational program, encourages a culture of optimism, resilience and tolerance. We develop students knowledge and understandings, skills and attitudes to support life-long learning using exemplary teaching practice. A comprehensive, balanced curriculum prioritises literacy and numeracy. We develop an understanding of the world in which we live using an inquiry approach that guides students to explore, wonder, question, experiment, make connections and solve problems. This is enhanced by quality specialist programs in Science, Indonesian, Visual Arts, Performing Arts and Physical Education and an impressive array of co-curricular and extra-curricular activities. Students with special needs are supported through a range of strategies and programs. Our children achieve significant results in academic, sporting and creative activities.

Our school appreciates the contributions of its dedicated teachers and the support of our administration staff, integration aides and health professionals. Staff at Heany Park are actively engaged in ongoing professional learning, with the aim of improving outcomes for all students. We are committed to working in partnership with our school community. We have an active parent body who contribute to our school through their participation in School Council, excursions, camps and in school programs. Our school classrooms, with Interactive TVs, notebooks, iPads, and document cameras complement the large library with an extensive resource collection. The expansive play areas and sporting grounds support the active participation of students in a healthy lifestyle. OSHClub provide an Out of School Hours Care Program, with before and after school care available to our families.

SC 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.

SC 2 Financial, managerial, and administrative ability

• Outstanding financial, organisational and resource management skills.

SC 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 at a high level.
• An understanding of and a commitment to the use of learning technologies to improve teaching and learning.

SC 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 considers students' individual needs and helps them develop their special abilities and talents.

SC 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.

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.