Student Pathways

Company	Department Of Education VicSee more
Address	Laverton, VIC
Category	Education

Job description

Location Profile

Jennings Street School is located in the South Western Victoria Region at Laverton. JSS is a prep to year 12 autism specific school situated adjacent to the Laverton P-12 College, providing potential opportunities as the school develops for shared educational programming and use of facilities. Officially opening in 2015, the school reached its enrolment capacity of 120 students in 2017. Jennings Street School consists of 3 discrete learning centres, specialist work spaces, a café, and play areas enclosed by landscaped surrounds. The school¿s location provides potential opportunities for shared programming, and use of community facilities based on Individual learning plans. Jennings Street School aims to equip students with a high quality learning and teaching environment based on current research as it applies to students with ASD. There is a strong focus on student well-being and building effective home school partnerships. Professional Learning Teams and an integrated service model including Speech Pathologists, Psychologists, and Occupational Therapists, form the basis for building staff instructional capacity, high standards of professional engagement, a strong sense of collegiality, and a culture of excellence underpinned by evidence based differentiated learning. Bright and spacious facilities are designed to meet the needs of 21st century learners, multi modal learning strategies will incorporate technologies to cater to interests and maximise engagement in learning.

Selection Criteria

Key Selection CriteriaTechnical LeadershipDemonstrated capacity to effectively optimise the school¿s financial, physical and human resources through sound management practices and organisational systems and processes that contribute to the implementation of the school¿s vision and goals. Human LeadershipDemonstrated ability to foster a safe, purposeful and inclusive learning environment, and the capacity to develop constructive and respectful relationships with staff, students, parents and other stakeholders. Educational LeadershipDemonstrated capacity to lead, manage and monitor the school improvement process through a current and critical understanding of the learning process and its implications for enhancing high-quality teaching and learning in every classroom in the school. Symbolic LeadershipDemonstrated capacity to model important values and behaviours to the school and community, including a commitment to creating and sustaining effective professional learning communities within the school, and across all levels of the system. Cultural LeadershipAn understanding of the characteristics of Effective Schools and a demonstrated capacity to lead the school community in promoting a vision of the future, underpinned by common purposes and values that will secure the commitment and alignment of stakeholders to realise the potential of all students. Community Criterion The addition of a community criterion provides an opportunity for the school council (or committee if there is no school council) to frame a criterion informed by the specific context and leadership needs of the sc

Role

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.

Responsibilities

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;

Who May Apply

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

EEO AND OHS Commitment

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

Child Safe Standards

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

DE Values

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

Other Information

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

Please ensure that your application includes:

A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
A section addressing the selection criteria and the requirements for application under the Who May Apply section
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Conditions of Employment

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

Program Benefits

No job description available

VIT LANTITE

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.

Refer code: 2421736. Department Of Education Vic - The previous day - 2024-06-25 07:01

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