AddressThe Colac Otway Shire is a richly diverse area located two hours west of Melbourne. Colac Otway is one of the most picturesque municipalities in Victoria, covering a diverse area from volcanic lakes, craters and plains in the north, through the hinterland forests of the Otway Ranges to the Great Ocean Road coastline. Colac is the key industrial, commercial and service center for the shire and surrounding region with a population of 22,370. Colac Secondary College is the largest state secondary school in the shire. It is an important educational hub for the Colac township and surrounds.
Our core business at Colac Secondary College is student learning, and we have an unrelenting focus on achieving 12 months learning growth in 12 months for every student. We empower our students to aim and aspire for success and to achieve their individual educational pathways. We promote the development of emotional intelligence for every student so that our students are equipped to become respectful and responsible members of the community.
The College is committed to a school improvement focus that extends and transforms teaching and learning to promote high levels of academic achievement. Our teachers provide an inclusive and personalised program to meet the diverse range of student learning needs. A differentiating curriculum approach supports students in their learning growth.
We are committed to building students¿ potential for success and wellbeing through strong partnerships that emphasise all aspects of life that relate to the holistic development of a students¿ talents, interests, and goals. We pride ourselves in providing an environment that is conducive to each child achieving their personal potential.
Student wellbeing is seen as critical in empowering students with the social and emotional competencies to experience success and happiness in their lives. A comprehensive student wellbeing structure is in place throughout the College that focuses on student care. These teams coordinate a series of inclusive programs that build student self-worth, personal identity and relationships of mutual respect. We effectively monitor and compassionately support students at all levels of the College regarding their individual and collective wellbeing needs.
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, organisational 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 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.
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. Wellbeing and 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 supporting families and students to access resources when required.
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.
The Assistant Principal Wellbeing and Engagement 7-12 together with the School Principal and members of the Principal class 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 sub schools).
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.
