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Form of workJoin us at Roxburgh Homestead Primary School, where passion meets purpose! We're in search of a Wellbeing and Student Inclusion Leader to champion the holistic development of our students. Join us in fostering an inclusive and supportive community where every student can thrive.
Our Mission:
At Roxburgh Homestead Primary School, we're on a mission to empower students to make informed decisions, reach their full potential, and thrive in a global society.
Located in the heart of Roxburgh Park within the City of Hume, our school boasts charming sandstone buildings set against the backdrop of a local historical site. Surrounded by essential community amenities like family day care centres and shopping complexes, Roxburgh Homestead is deeply rooted in a diverse and vibrant community. With over twenty-seven years of educational excellence and a current enrolment of 480 students, we're committed to shaping confident, engaged learners ready to take on the world.
Curriculum Focus and Programs:
Literacy and Numeracy take centre stage in our daily curriculum, fostering a strong foundation for growth and exploration. Our innovative 21st Century Design teaching model integrates STEM, the Arts, Physical Education, and well-being programs, nurturing critical thinking and problem-solving skills.
At Roxburgh Homestead, we believe in cultivating active, informed, and healthy children through positive behaviour and values. Our inclusive approach ensures that every child feels empowered to participate, make mistakes, and succeed. With a keen focus on literacy and numeracy, we employ structured learning frameworks grounded in the Australian Curriculum, supported by robust data analysis to track progress and ensure academic excellence.
With a robust array of ICT resources, our school fully embraces technology as an essential tool for integrated learning across all subjects. We place a strong emphasis on providing comprehensive professional development for our staff and ensuring thorough IT education for students, creating a seamless educational experience that effectively prepares them for the challenges of tomorrow.
Ethos:
Our school community thrives on respect, honesty, pride, and success. We're committed to providing a safe and nurturing environment where every child can flourish. With strong partnerships between students, parents, and staff, we actively engage our community to maximize learning outcomes and foster a sense of belonging.
Future Directions:
As we look ahead, Roxburgh Homestead remains dedicated to continuous improvement and excellence. Our strategic plan guides us in achieving measurable progress in literacy, numeracy, and fostering curiosity. With an unwavering focus on high expectations and quality teaching, we're shaping an environment where every student can shine.
Educational Leadership
Highly successful leadership record, together with an outstanding capacity for visionary educational leadership within a school.
Interpersonal and Communication Skills
Highly developed interpersonal and communication skills with exemplary personal qualities when working with students, staff and parents.
Leadership of Staff and Students
Demonstrated capacity to foster a learning environment that takes into account the individual learning needs of students.
Planning, Policy and Program Development and Review
A demonstrated exemplary and evaluative ability to implement DET and school policies to a high level.
Financial, Managerial and Administrative Ability
Outstanding financial, organisational and resource management skills which includes but is not limited to overseeing budgets, managing CRTs, ES staff and a range of programs essential within a large school community.
School Specific Criteria
Demonstrated capacity to lead, monitor and evaluate the school wide implementation of evidence informed practice related to student wellbeing, inclusion and engagement.
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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
- 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.
