Address
Form of workContext
Aitken Creek Primary School is located within the City of Hume, approximately 26 kilometres north of Melbourne. The area is under constant development and has become very urbanised over the last few years.
ACPS opened its doors at the start of the 2011 school year with a total population of 67 students from P-5. The school has attained a steady increase of enrolments since its opening and has a current enrolment of over 1000 students. Destination data shows that students come from 124 different schools, 47 of which are from interstate and 32 from overseas. Student characteristics are culturally diverse with 46 identified languages spoken at home other than English, with the majority being Arabic, Urdu, Hindi, Punjabi, Assyrian and Sinhalese. Approximately 72% of the student population is identified as English as an Additional Language (EAL) with 48% of the student population attracting EAL funding support.
The school leadership and staffing profile evolves every year to address the growth and directly link with the School Strategic Plan priorities. The staffing profile has a mix of expertise however predominantly teaching staff are in the initial graduate years of teaching. Professional learning, coaching and induction processes have been instrumental in ensuring the development of the school culture and the school wide approach to teaching and learning.
Aitken Creek Primary School is a P-6 school located on Grevillea Street Craigieburn. Built under the new Public-Private Partnership (PPP) development, Aitken Creek Primary School is an excellent state of the art learning facility that brings together the best in contemporary educational design and promotes active student-centred learning through the creation of flexible, functional spaces. All teachers work in professional learning communities, framed around the FISO inquiry cycle. They collaborate in teaching teams so that the individual needs of their students are met. We uphold high expectations of all and provide an exciting and inclusive experience for staff, students and families.
Philosophy of Teaching and Learning
- Learning and development is a social, collaborative activity dependent on relationships
- Learning involves active participation, investigation, discovery and construction.
- Meaningful, authentic and relevant context is central to learning
- Motivation for learning is strongly dependent on the learner’s confidence in their potential
- Environments play a critical role in learning where ideas, values, attitudes and culture are mirrored within them.
School Vision
At Aitken Creek Primary School our students will achieve personal success in their learning and become responsible and productive citizens.
An environment that is caring, safe and supportive will be provided so that each student achieves their full potential.
Parents, students and staff are strongly encouraged to work together in partnership to ensure our students succeed.
The core beliefs that we base our work on are:
- Through effort everyone can succeed and personal achievements are celebrated.
- Active engagement as well as positive work habits and attitudes are essential to learning.
- Social skills are fundamental in the way we interact with each other.
School Values
The values which underpin the actions for the whole school community are:
Respect: Showing care and concern for ourselves, other people, property and our environment. Developing a sense of pride, self-esteem and personal identity.
Teamwork: Achieving success by working cooperatively with others to achieve common and personal goals.
Achievement: Setting goals, showing persistence and taking pride in our achievements.
Responsibility: Showing commitment to our learning by being accountable for our actions.
We embed the School Wide Positive Behaviour (SWPBS) framework that structures our student management, wellbeing and engagement processes and procedures.
Intent
We aim to offer a service to our students and their carers that is responsive and forward thinking, targeting student needs.
Our core business is to offer the most effective teaching and learning program, in a caring and supportive manner which focuses on the explicit teaching of skills and behaviors so that each child can be the best that then can be.
Our facilities and resources will be aligned to our core business and our priorities so that our educators are well equipped to offer the best service possible.
We endeavour to respond to concerns in a timely manner that is solution focused and were possible with mutually agreeable outcomes.
SC1 – 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.
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.
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;
The role of the Assistant Principal – Operations, will have primary responsibilities in the following areas:
- the management of operations and daily organisation within the school, to ensure the effective provision of the school's education program.
- contribute to the overall management of the school through involvement in strategic planning, policy formulation and decision making.
- enhancing leader knowledge of Professional Learning Communities (PLCs)
- responsibility in making significant decisions relating to digital technology
- contribute to the overall management of the school
- the management of school software and the promotion of programs including social media to the wider community.
- the management of budgets, relating to areas of responsibility
- the management of buildings and grounds, OH&S and facilities across the school
- responsibility for general discipline matters beyond the management of classroom teachers
- oversee student leadership
- other tasks as required
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@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 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.
- 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.
