Assistant Principal-Range 1

School Vision: To create an inclusive, challenging learning environment which provides diverse opportunities for students to fulfil their academic, social and emotional capabilities. To uphold our sense of community through a continued commitment to mutual respect and building relationships.

 School Values: Respect, Honesty, Resilience and Responsibility. Our core values are interwoven into our daily interactions, in order to build open and mutually respectful relationships between all members of our school community.

 Regency Park Primary School was established in 1977 and is located in a residential estate in Wantirna at the foothills to the Dandenong Ranges, 30 kilometres east of Melbourne. The school is part of the Knox Network in the North Eastern Victoria Region. The school¿s Student Family Occupation and Education (SFOE) is currently 0.2553. The student population is currently 528, with enrolments remaining stable. Our community comprises of culturally diverse family backgrounds with 30 different languages spoken in students' homes with approximately 20% of our student population having a language background other than English.

Regency Park Primary School has 50 members of staff, comprising of 3 Principal class, 2 learning specialists, 1 leading teacher, 31 teachers and 13 support staff, including administration, aides and a first aide officer. Team collaboration is high and there is a positive school culture, in which staff work together very effectively to provide targeted teaching and wellbeing support to all students.

Regency Park Primary School continues to excel academically, with consistently high results in both NAPLAN data and teacher judgments. Our teachers strive to plan and implement a high quality and engaging curriculum, that is differentiated to meet the individual needs of all students. Consistent instructional models in Reading, Writing and Numeracy are embedded from Prep -6.

Enrichment opportunities are provided, including the Persuade Me public speaking contest, the introduction of the Maths Explorer program and use of robotics equipment from Prep to Year 6. The Tutor Learning Initiative and Disability Inclusion funding provided targeted interventions for students identified as benefiting from small group support.

Resources are strategically utilised to allow teachers time to collaborate and engage in ongoing professional development to build practice excellence. There is a strong PLC culture across the school. Complementing the classroom program, is a diverse and stimulating Specialist program incorporating the subjects of Performing Arts, Visual Arts, Physical Education, Cultural Studies and STEM.

Through offering a diverse range of learning opportunities we aim to create and inspire future talents as well as build personal capabilities. We strongly believe in the development of the whole child, with the foundation for successful, academic learning being underpinned by the explicit teaching of social and emotional competencies through our whole school program, ¿Play is the Way¿ and Respectful Relationships.

Our school has a strong community base, and we strive to continue to build positive relationships with everyone in the school community. Regency Park families are active participants in all aspects of school life including school council, committees, classroom help and attending assemblies, special performances and events throughout the year.

1. Educational Leadership

• Outstanding capacity for visionary and exemplary educational leadership of a school.
• Highly developed skills in leading and managing change including the leadership of others in the process of change.

2. Financial, managerial, and administrative ability

• Outstanding financial, organisation and resource management skills.

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 to a high level.

4. Leadership, 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.

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

6. School Criteria - Demonstrated high-level competency in leading a proactive approach to enhancing wellbeing and inclusion at Regency Park Primary School:

• Demonstrated capacity in the area of student wellbeing and behaviour management
• Knowledge of and experience in creating Disability inclusion profiles
• Capacity to lead daily management processes. Eg timetables, CRT organisation

I will be offering a school tour on Wednesday 26th June at 4pm. Please contact our school office on 9801 3614 to register your interest.

Interviews will be held in Week 2 of Term 3.

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.