AddressAlkira is a Wurundjeri word meaning Big Sky. It was chosen to highlight the place of our learning high on a hill and also the wide and endless opportunities that we make available to our school community.
The school continues to be a school of choice in the local area forcing us to manage extreme enrolment growth and transition of students across all year levels reflecting a shift in demographics and diversity of our surrounding community. This year the school enrolments have peaked at 1935 FTE enrolments, not including a number of International students and part time students enrolled in online or offsite programs. Our SFOE index is Medium at 0.4337. Our school is highly multicultural with 30 % of students being born overseas. Enrolments also include Aboriginal students, EAL students and NCCD students.
The School vision and statement of purpose and core values from day one recognised our responsibility to provide a personalised education for every child in our emerging community.
To ensure we maintain our sense of community and strong relationships, our school is broken up into Sub Schools and is also emerging into a senior, middle and junior school. This schools within school SWIS model helps to ensure every student is known and their personal, educational, and social needs are monitored, managed and supported by a staff of over 200. Pastoral Care is a significant aspect of the SWIS model and further supports the notion of securing the entitlements of all students. Pastoral Care has a focus on developing student learning experiences with the notion that the PC teacher and Sub School support team continues to plan for student improvement.
We have embraced 21C learning and developed a range of programs and resources to promote independent learning and improved student achievement. All students `bring their own device¿ (BYOD) and work within a dedicated Learning Management system (Compass) while having access to other blended learning resources.
Our dynamic curriculum and teaching and learning programs are supported through Professional Learning Communities and focused professional development and coaching. The College has an agreed model of instruction that supports High Impact Teaching strategies.
An orderly learning environment is created by high and consistent expectations that are guided and supported by our College non negotiables. Our agreed behaviour management processes support a student¿s right to a safe and secure learning environment, and a teacher¿s right to direct and establish such an environment. The program is very successful as it focuses on students¿ work and provides an opportunity for reflection and involves a restorative process.
Our school is dedicated to fostering an inclusive and supportive environment for all students. We adhere to the principles of the Berry Street Education Model and The Resilience Project, which emphasize trauma-informed education, resilience, and emotional well-being. Our commitment extends to being ahead of the curve in supporting students with disabilities, ensuring they have access to tailored resources and opportunities for success. We also provide robust support for Koori students, honouring their cultural heritage and promoting educational equity. Additionally, we offer comprehensive assistance to students in out-of-home care, recognizing their unique challenges and providing stability and encouragement. Through these initiatives, we create a nurturing and equitable community where every learner can thrive.
Our teachers are expected to contribute to wider non curricula programs and support and celebrate our student¿s achievements. We run a system of providing course work support and extra learning opportunities outside our regular timetable.
Pathway programs are established in years 10 -12 and include opportunities for students to be involved in VCE and supplement their programs with a VET program in their chosen vocational area.
We have developed an extensive international partnership or network of sister schools in China and India, international PD, exchange and global collaborative projects are encouraged within our curriculum and teaching programs.
Alkira¿a great place to work.
Educational Leadership -
1. Outstanding capacity for visionary and exemplary educational leadership of a school or college.
2. Highly developed skills in leading and managing change including the leadership of others in the process of change.
Financial, managerial and administrative ability -
1. Outstanding financial organisational and resource management skills.
Planning, policy and program development and review -
1. Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
2. Demonstrated ability to implement Department policies to a high level.
3. An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
Leadership of staff and students -
1. A highly developed capacity to motivate staff, develop their talents and build an effective team.
2. A clear capacity to foster a learning environment that takes account of the individual needs of students and help students to develop their special abilities and talents.
Interpersonal and communication -
1. Highly developed interpersonal and communication skills in individual small group and community contexts.
2. Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
3. 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.
ASSISTANT PRINCIPAL LEADERSHIP ROLES AND RESPONSIBILITIES
At Alkira Secondary College, the role and accountabilities of the Assistant Principals are aligned to the AITSL standards and reflect the Education State Framework for Improving Student Outcomes (FISO 2.0) and our School¿s Strategic Plan.
While Assistant Principals report directly to the Principal, at Alkira Principal Class Officers, work collaboratively with the Principal and other leadership staff to develop and implement the school improvement strategies. Assistant Principals are generally responsible for the leadership, management and the learning and welfare of all students.
Common responsibilities across each of the Assistant Principal roles include:
¿ Providing an environment that supports the effective performance of staff and optimises student learning
¿ Inspiring and leading staff and students in their commitment to the core values of the College
¿ Ensuring a consistent and coordinated approach for the implementation of Government, Department of Education (DE) policies, processes and initiatives and agreed school policies
¿ leading, supporting and assisting whole school planning and development
¿ Supporting the strategic planning and work of the Sub-schools and designated Learning Domains
¿ Contributing to school accountability functions including research, the interpretation of data, the preparation of the School Strategic Plan and associated processes, the Annual Implementation Plan; Annual Reports to the School Community; other reviews and evaluation processes as necessary and/or required
¿ Supporting local school/community activities, networks, organisations and structures which focus on education and related activities of strategic importance to the school
¿ Involvement in the School Council
¿ Role modelling a commitment to professional growth and lifelong learning
¿ Ensuring DE values underpins all interactions with the school community
Position Responsibilities
Typically, Assistant Principals perform one or more of the following functions:
¿ supervision and coordination of the work of leaders
¿ 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/development 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
¿ supporting inclusive school¿s initiatives
¿ performance management
¿ lead age specific transitions and programs
¿ liaise with key stakeholders as necessary
Assistant Principals are also encouraged to have a single teaching allotment of up to 5 session per week. As a member of the Leadership team, the position will require some involvement in College community activities outside the currently designated school hours and may involve participation in planning times during some school holiday periods.
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
The following information MUST be supplied and addressed on submission of your application:
1. A cover letter providing contact information including home address, email and phone number.
2. A CV with a summary of experience and qualifications.
3. Respond to all the specific Selection Criteria Questions
4. The names, email addresses and contact details for three referees who can provide information regarding the applicant in relation to the key selection criteria.
For further information contact the HR Manager Shanti Tomlin on phone: 5991 3500
- 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.
