Address
Form of workEducational 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.
Financial, managerial and administrative ability
- Outstanding financial, organisational and resource management skills.
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.
- An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
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.
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.
Community Criteria
Outstanding capacity for leadership required for a K-12 educational precinct, together with experience in inspiring a learning environment focussed on high quality learning outcomes, and ability in forming partnerships with community and relevant local agencies.
RoleThe 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.
ResponsibilitiesTypically, 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;
Who May ApplyAppropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS CommitmentThe Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
Child Safe StandardsVictorian 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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE ValuesThe Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- 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
- 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.
Hazel Glen College is located in the City of Whittlesea, one of Melbourne¿s fastest growing municipalities. Hazel Glen College has an active and integral role in the ongoing development of the Doreen community hub.
The College commenced at the beginning of the 2014 school year with 143 students. Growth of the College was rapid, with the College growing to a current size of 2,700 students and 250 staff. The College structures are based on educational research of the stages of learning.
Currently the College structures a Kindergarten, Junior School P-4, Middle School 5-8, Year 9 Centre and Senior School 10-12, with our first year 12 graduates in 2020.
During 2024 and 2025, the College will transition to a Primary and Secondary model.
A Child Family Centre, comprising, kindergarten, extended day care, playgroups, intervention services, maternal health centre and various other community service groups, co-located on the school site, creates an exciting and innovative early childhood education precinct.
The College vision, One College ¿ Everyone Matters, leads the direction for our community. It is the expectation of all staff across the College to guide students and develop skills, attitudes and values required to fully participate in the rich educational journey at the College and life in the 21st century.
Hazel Glen College enjoys outstanding physical resources that provides students with the best possible educational opportunities. The modern facilities and teaching and learning practice represent an exciting opportunity for students and parents and establishes the College¿s culture, values and nature.
Hazel Glen College is committed to the academic and personal growth of every student.
A focused curriculum, dedication to innovation and a culture of care and support, allows us to meet this commitment. A balanced and comprehensive curriculum constantly challenges students to extend their learning. In providing 21st Century teaching and learning, there is a strong focus on student agency in learning and a comprehensive STEAM education program across the College.
Our aim is to challenge students to be the very best they can be and importantly, assist every student to reach their potential. Teaching the skills needed for a fulfilling life in the 21st Century, and supporting a love of learning that goes well beyond the classroom, is actively embraced by our College.
Construct College timetables in alignment with staffing and curriculum objectives.
¿ Oversee the development of staff and student timetables, taking into account individual preferences and specific subject requirements and resourcing constraints.
¿ Monitor and address any timetable-related issues or conflicts, promptly implementing solutions to minimise disruptions.
¿ Proactively seek opportunities for process improvement, striving to enhance efficiency and effectiveness in timetabling and daily operations.
¿ Assist in the development of staffing allotments and draft timetable grids, including the maintenance of the EDVAL platform.
¿ Ensure that all timetables are current and synced with the Learning Management System (EDVAL).
¿ Action timetable adjustments as directed by the Principal.
¿ Produce all yard duty grids and allocations.
¿ Prepare semester examination timetables and end of year transition program timetables.
¿ Participate in the review and development of the timetable and related organisational arrangements including monitoring and reporting on trends in subject choices and class sizes.
¿ Generate relevant data reports as required.
¿ Collaborate extensively with the Assistant Principal Staff & Daily Organiser to ensure smooth coordination of all aspects related to timetabling, staffing and operations.
¿ Other duties as required by the Principal and/or Deputy Principal Staff & Operations
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.
