Assistant Principal-Range 2 - Student Engagement & Wellbeing

Assistant Principal Range 2 Student Wellbeing & Engagement 7-12  Bemin Secondary College

Dual Campus ¿ Dual Opportunities

Respect, Excellence, Innovation & Community

 Opened in Term 1, 2024 - Year 7 and Year 10

Bemin Secondary College requires leaders who are innovative, flexible, and confident in their ability to build the capacity of all members of the school community in order for the students to achieve their individual best learning and wellbeing outcomes. To work as both a leader and community member in establishing a strong school culture requires strong critical, creative, and ethical thinking coupled with interpersonal skills that reflect an understanding of equity, inclusion and cultural sensitivities. 

This dual campus new school presents a unique experience in being part of creating a culture of educational excellence which will serve the young people of the Truganina community.

About the School:

• Bemin Secondary College opened in January 2024 across two sites as a dual campus school delivering Senior (10-12) and Junior (7-9). It is a co-educational school that will form part of a wider Truganina North Learning Precinct, which along with the secondary school will include a primary school and kindergarten on the same site. The Junior campus (Everton Road Campus, Truganina) will be able to enrol up to 600 students while the Senior campus (Morris Road Campus, Truganina) will be able to enrol up to 800 students upon the completion of Stage 1.

• In its current first year of operation, Bemin Secondary College will open to Year 7 (junior campus) and Year 10 (senior campus) students only, and progress by year level thereafter.
• In the Victorian Budget 2021/22, Bemin Secondary College shared in $491 million allocated for new schools and received a further $41 million from the Victorian Budget 2022/23 for the next stage of construction. The Junior campus (Years 7-9) includes an administration and library building, two learning neighbourhoods, an arts and technology building, science and technology building and a community hub. The Senior campus (7-10) includes an administration building, VCE Study Centre/library, learning neighbourhood, technology and science buildings and a community hub.

Vision:

At Bemin Secondary College all students will be empowered to achieve their individual best learning and wellbeing outcomes. The learning, growth and achievement of all young people will be underpinned by creativity, innovation and a commitment to respectfully work together to create a sustainable future for themselves and their families. 

Mission: 

Bemin Secondary College's mission is to foster a learning community identified by high expectations, a commitment to evidenced based practices and a deep pride in the school values. The School will promote a strong sense of community by building strong home/school partnerships and welcoming all students from across the local neighbourhood. All students will be supported to develop their identity by differentiated pathways while acknowledging that their individual cultures and personal identities are sources of strength. 

School Expectations:

At Bemin Secondary College the expectation is that all teachers are committed to collaborating in a multidisciplinary way while working in a professional learning community.  All teachers will have the opportunity to work across both campuses based on qualification and experience. 

All teachers are expected to develop and/or demonstrate a deep understanding of the School's pedagogy and the ability to co-create and action the delivery of a guaranteed and viable Victorian curriculum. Along with the expectation that all students will achieve their best individual outcomes the School will be committed to ongoing adult learning and skill improvement. It is an expectation and requirement that all teachers will embrace the School Wide Positive Behaviour framework that focuses on the teaching and re-teaching of all students' behaviour expectations and routines. All staff will work in partnerships with parents and families to provide ongoing feedback about student learning growth and wellbeing.

From the foundation year, the School will make a commitment to building the literacy and numeracy skills of all students across both campuses.

Teaching and Learning
The School will have a continuing focus on establishing a strong Professional Learning community culture supported by an inquiry model of investigation. Collaborative planning is central to the delivery of an engaging curriculum. An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.

Positive Climate for Learning
The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The School strongly advocates and teaches young people the importance of learning and behaviour routines in order to achieve maximum success at school. 

SC1    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.

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, including proven leadership of Professional Learning Communities. 

·     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.

SC6   Establishing Wellbeing & Inclusion support

·         Demonstrated capacity to work with a variety of agencies, families and students to support the inclusion of neurodiverse students in a mainstream setting.

·         Demonstrated commitment to building the capacity of all staff to support student wellbeing frameworks.

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About the Role:

The Assistant Principal  Student Wellbeing and Engagement 7-12 Secondary College together with the School Principal and members of the Leadership team will:

·         Lead and coordinate development of Student Engagement & Wellbeing policies and programs in line with DE initiatives.

·         Lead the development, implementation, evaluation of the School Wide Positive Behaviour framework and Respectful Relationships Program.

·         Detailed monitoring of engagement, attendance, and wellbeing data, incorporating appropriate targets and interventions in alignment with the College Strategic and Annual Implementation Plan.

·         Collaborate with and guide, Leading Teachers/Year Level Coordinators for Senior and Middle Schools to ensure proactivity and consistency across school student wellbeing and engagement processes.

·         Lead and manage the coordination of the Inclusive Education program which includes working with Learning Specialists and the inclusive education team.

·         Lead and manage the Student Wellbeing team.

·         Lead and manage the referrals to DET Student Support Services and external agencies when required.

·         Co-lead and manage Parent/Student meetings.

·         Provide Case Management of High Needs/and at-Risk students

·         Manage and support applications to alternative settings.

·         Coordinate Professional Development for all staff in the areas relevant to student wellbeing and engagement.

·         Lead and seek out new initiatives or community/agency partnerships that would benefit the learning and wellbeing needs of the students.

·         Co-lead and manage both whole school wellbeing intervention and prevention programs (Tier 2 & 3).

·         Provide leadership and direction in matters involving student wellbeing and DET Emergency Management.

·         Provide student wellbeing support at various Transition stages during secondary education (new enrolments, Year 6 into Year 7, change of subschools).

• Proactively engage with the local community, including Network schools to develop processes and systems which set the foundations for the new school to become a community hub that provides learning opportunities that reflect a respectful and engaged community.
• Be an active participant in the leading of learning and undertake a teaching commitment
• Contribute to the overall management of the school
• All Assistant Principals will have a teaching load.
• The Assistant Principal reports directly to the principal.

The Assistant Principal for Student Wellbeing & Engagement 7-12 will commence in Term 3, 2024.
 

If you are ready for the next challenge in your career in education and excel in working creatively and collaboratively to enable student success and excellence, then please contact Principal Joanne Camozzato either via phone or email to discuss the role further.  

Additional information can be found at: https://www.beminsc.vic.edu.au/

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

·         provide a child safe environment in accordance with the child safe standards

·         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

·         determining the final form of any curriculum proposals which go to school council, and

·         performance management and development of staff

Leadership Responsibilities

At Bemin Secondary College, assistant principals will:

·         Support the whole-school SWPBS program and processes, and assist in student wellbeing;

·         Foster a positive learning climate and culture of high expectations, challenge and engagement;

·         Support the ongoing development of the teaching and learning program to be consistent with DE standards in the implementation of the Victorian Curriculum, ensuring high expectations, relevance, challenge and engagement for all students;

·         Support teachers in quality instruction, curriculum planning and implementation;

·         Have a teaching commitment and

·         Complete all additional tasks as requested by the College Principal.

Portfolio Responsibilities

The Assistant Principal ¿ Student Wellbeing and Engagement at Bemin Secondary College:

·         Lead and coordinate development of Student Engagement & Wellbeing policies and programs in line with DE initiatives.

·         Working with the Principal Class Team lead the development, implementation, evaluation of the School Wide Positive Behaviour framework and Respectful Relationships Program.

·         Detailed monitoring of engagement, attendance, and wellbeing data, incorporating appropriate targets and interventions in alignment with the College Strategic and Annual Implementation Plan.

·         As part of the Principal Class team collaborate and guide, Leading Teachers/Year Level Coordinators for Senior and Middle Schools to ensure proactivity and consistency across school student wellbeing and engagement processes.

·         Lead and manage the coordination of the Inclusive Education program which includes working with Learning Specialists and the integration team.

·         Lead and manage the Student Wellbeing team.

·         Lead and manage the referrals to DET Student Support Services and external agencies when required.

·         With the Principal class team co-lead and manage Parent/Student meetings.

·         Case Management of High Needs/and at Risk students

·         Provide short term therapeutic support to individual students

·         Manage and support applications to alternative settings.

·         Coordinate Professional Development for all staff in the areas relevant to student wellbeing and engagement.

·         Lead and seek out new initiatives or community/agency partnerships that would benefit the learning and wellbeing needs of the students.

·         Co-lead and manage both whole school wellbeing intervention and prevention programs (Tier 2 & 3).

·         Provide leadership and direction in matters involving student wellbeing and DET Emergency Management

·         Provide student wellbeing support at various Transition stages during secondary education (new enrolments, Year 6 into Year 7, change of subschools).

• Co-create and collaborate to make key decisions involving the establishment of the school culture and public identity of the school. This includes actioning the values of Respect, Excellence, Innovation &Community.

·         Co-lead and support consistent management of student behaviour procedures including the development and implementation of the School Wide Positive Behaviours framework and behaviour expectations. 

·         Provide regular reports on Engagement and Wellbeing issues to staff, students and parents, College Council and the wider community.

·         Provide regular reports on Engagement and Wellbeing news/issues to staff, students and parents, College Council and the wider community.

·         Any additional tasks directed by the College Principal

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.