Curriculum Leader

SCHOOL Location Profile

Sunshine North Primary School was established in 1956 and is located in North Sunshine in the City of Brimbank, approximately ten kilometres west of Melbourne. In 2024, school enrolment is approximately 275 students. The school buildings have undergone two major upgrades /refurbishments in the past 10 years.  The school is now housed in one building with two wings incorporating fourteen classrooms, which are supported by a well-resourced Library/Resource Room, Performing Arts Room, Language Enrichment Centre (Rainbow Room), Vietnamese / LOTE room, Stephanie Alexander Kitchen room, Welfare room, Visual Arts room and numerous withdrawal areas.

We have a large hall / gymnasium which is used for Physical Education and provides an excellent venue for whole school community use.

Sunshine North Primary School enjoys a very positive and supportive environment in which children are encouraged to reach their full potential by teachers and non- teaching staff, in partnership with parents. The tone of the school makes it a very effective school environment for each child¿s academic, physical and emotional development.

At Sunshine North Primary School we strive to inspire a learning community that will enjoy a productive, rewarding and fulfilling life, whilst contributing to their local, national and global communities.  We support our vision by producing high quality education programs for our school community based on our school values of Connect, Learn, Collaborate and Shine.

We have high expectations of all students can learn given time, support and resources. We want students to be intrinsic learners and develop attitudes and skills to be self-motivated, responsible, active and lifelong learners.

We instil in our students the belief that they can make a difference. We believe that students should have an active role in the determination of their learning. Students participate in decision making processes with the school community.

Teachers deliver a program based on an explicit instructional model which scaffolds learning for students.  Lessons have a specific class focus leading to whole class, mixed ability or like group activities followed by share time discussion. We have refined our vision, purpose and practices to ensure the effective monitoring and assessment of student learning directs and informs our teaching. Teachers are expected to be reflective on whole school and class data and base lessons accordingly.

We embrace contemporary educational practices and ensure our staff is provided with a variety of professional development opportunities, with a special emphasis on continuous educational journeys which leads to student improvement

We have a robust Disability Inclusion Program with approximately 20 students on the program being identified with additional needs.  We support these students with a robust welfare team and numerous Education Support Officers as part of the program

Organisational values

Our school values are connect, learn, collaborate and shine. Our values are statements of belief about attitudes, skills, and approaches to learning that we want to foster in our students. They are intended to permeate and to be reflected by every aspect of school life, in and out of the classroom, as well as home and community life. In addition, they can be seen as broad statements of purpose that focus the school¿s energies on curriculum, programs, and policies.

Educational Leadership:
Outstanding capacity for visionary and exemplary educational leadership of a school or college. 
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.

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.

Typically, 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;

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

• 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.