AddressNorthern Bay College -
Location Profile
Northern Bay P-12 College is a unique multi-campus school located in the Northern Suburbs of Geelong made up of four Prep ¿ Year 8 campuses and a fifth Year 9 - Year 12 campus. The college also boasts a Family and Early Learning Centre and the Geelong Industry Trade Training Centre (GITTC) on our Goldsworthy site.
The College operates through a three sub-school structure to enhance our `One School ¿ One Team¿ ethos which emphasises a rigorous focus on Student Learning underpinned by a proactive and supportive well-being framework. Across the college, staff work in Professional Learning Communities based upon the Stages of Learning; Prep - Year 2, Year 3 - 6 and Year 7 - 9 & Year 10 - 12. These teams meet regularly in Campus based and college wide groups to implement data informed strategies that support continued improvement of learning outcomes for all students.
Organisationally the college is arranged in three sub schools, the Hendy P-8 Campus and Peacock P-8 Campus Sub School; the Wexford P-8 Campus and Tallis P-8 Campus Sub School and the Goldsworthy Year 9-12 Sub School. Additionally, the College Assistant Principal ¿ Student Enrichment Programs leads a portfolio that includes oversight of programs that connect students with further educational opportunities as well as providing executive leadership to College facilities including the Family and Early Learning Centre and the GITTC.
The College is very well supported by a strong team working to implement a college wide, sustainable Inclusion Team structure that consists of specialised teachers and education support staff, including a College Inclusion Leader, Inclusion Support Coordinators, Mental Health Wellbeing Leaders (Years P-6), Inclusion Workers and an Inclusion Administration Assistant. The Inclusion Team works closely with the College Nurse, College Wellbeing Team, mentor teachers, education support staff, CALD staff, Allied Health practitioners and DET Student Support Services.
As a College we embrace our diversity, boasting a proud cohort of Culturally and Linguistically Diverse (CALD) students and a large First Nation student population. The College supports the needs of students through a structured English as an Additional Language program (EAL) and through implementation of the Marrung Strategy.
Our vision is to instill community commitment, confidence and high expectations in lifelong learning by:
¿ Constructing curriculum, pedagogy and teacher professionalism to achieve above expected outcomes for all students at each stage of learning
¿ Developing students who are highly employable with values of resilience, optimism, self-respect and who strive for personal best
¿ Developing young people who are engaged, motivated and challenged to fulfil their potential
¿ Maximising educational opportunities and creating purposeful and diverse pathways for all students
¿ Developing partnerships with other schools, community organisations and business
Northern Bay College is characterised by school values inspired by student voice:
Growth
The College has a shared community commitment to support every child to grow academically and emotionally. With a growth culture we celebrate improvements in skills, engagement, outcomes, and participation.
Collaboration
We value positive actions and relationships across the College that increase our collective potential for improvement. Actively working together supports our goal to better improve outcomes in learning, health, and participation.
Persistence
Our College communities share expectations to continue to pursue our goals and outcomes, even if challenging or when it takes time and energy. We seek solutions and strategies to ensure our ongoing improvement.
Kindness
Our College encourages all members of our community to model and interact with each other in a positive and respectful manner. As students, staff, and families we operate with a kindness mindset, encouraging and developing an inclusive and diverse community.
In Summary
We want a college where learning is visible and where students feel safe, respected by staff, believed in by staff, listened to by staff and taught by knowledgeable, capable and enthusiastic teachers.
Key Selection Criteria
Key Selection CriteriaKey Selection Criteria
Key Selection Criteria
SC 1- Educational Leadership
i. Outstanding capacity for visionary and exemplary educational leadership of a school or college.
ii. Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC 2 - Financial, managerial and administrative ability
i. Outstanding financial, organisational and resource management skills.
SC 3 - Planning, policy and program development and review
i. Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
ii. Demonstrated ability to implement Department policies to a high level.
iii. An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
SC 4 - Leadership of staff and students
i. A highly developed capacity to motivate staff, develop their talents and build an effective team.
ii. 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.
SC 5 - Interpersonal and communication skills
i. Highly developed interpersonal and communication skills in individual, small group and community contexts.
ii. Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
iii. An ability to work with parents and the community to develop a strong learning environment.
Local Criterion
Northern Bay P-12 College is committed to providing every student with a purposeful and aspirational educational program. As a college we truly value Student Voice and see students as key drivers of improved school culture and outcomes. We seek a candidate with demonstrated capacity and passion to lead this work across our school, leading with a keen eye on high level student achievement and outcomes.
Roles Description
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.
Position Responsibilities
The Assistant PrincipalCollege Inclusion Practice Leader, will perform the following functions on behalf of NBC:
- Support the leadership and implementation of effective instructional practices as they pertain to NBC.
- Implement and sustain the development of consistent college processes within the college approach to Inclusive learning and teaching.
- Lead the development of proactive use of student learning and engagement data to further develop the college approach to Inclusive learning and teaching.
- Provide leadership to the college Inclusion staff team.
- Share responsibility for the development and effective implementation of the College Annual Improvement Plan.
- Along with other members of the College PCO team take a leading role in the organisation of curriculum days.
- In conjunction with appropriate staff, provide counselling and advice to staff on matters relating to supporting Inclusion Practices into the teaching program.
- In conjunction with the College Leadership team implement the performance and development program.
- Oversee the development of personal professional learning plans and assist individuals in gaining appropriate training to fulfil their goals.
- Provide leadership and support to enable all teachers to improve their teaching through the use of informed feedback data from a range of sources.
- Be a member of the College PCE team and College Wellbeing and DI Executive team.
- Allocation of budgets, positions of responsibility and other resources within relevant programs.
- Other duties as requested by the College Principal.
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
The 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The 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.
- 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.
