Overview Work type: Full time Salary: Salary not specified Grade: Assistant Principal-Range 1 Occupation: Teacher Location: Whittlesea Reference: 1472554 Location Profile At Whittlesea Primary School the student is at the centre of everything we do. Our vision is to be an inclusive community where learning is highly valued. We strive to develop and support the emotional, social, and physical wellbeing of the whole child, with an emphasis on creating a positive climate for learning. Established in 1878, Whittlesea Primary School has a long history in the local community. The township lies on the outskirts of Melbourne and Whittlesea Primary is the most northern school of the Whittlesea Schools Network. Positioned centrally in Whittlesea, the school is in a prominent position along Plenty Road, the main thoroughfare through the town towards Kinglake, Flowerdale and Yea. To the south, urban sprawl is growing ever closer to the area with Laurimar (Doreen), Mernda and South Morang all developing at a fast pace. New developments are also growing rapidly to the west with Donnybrook, Beveridge, Mickleham and Wollert expanding quickly. The school zone has been reduced slightly each year since 2019 with the introduction of new schools in these areas. Whittlesea Primary School engaged with Dan Petro (Behavioural Specialist) in 2017 and commenced the School-wide Positive Behaviour Supports (SWPBS) training through the North West Victoria Region in 2018. The school expectations of 'Respect Your School', 'Do Your Best' and 'Help Others Succeed' are well engrained throughout the school, as are the key components of SWPBS including behaviour matrix, flowchart, universal reinforcement programs (Golden Tickets), as well as group and individual supports. Over recent years the schools¿ enrolments have remained relatively stable, peaking at 438 in 2019, and slightly reducing to 425 in 2024. At Whittlesea Primary School we teach and acknowledge desirable behaviours and use data, students' documented plans and evidence to strive to meet the student¿s individual learning and wellbeing needs. We work hard to put these in place, as they support the creation of productive and engaging learning environments. Selection Criteria SC 1 Educational leadership o Outstanding capacity for visionary and exemplary educational leadership of a school. o 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 o Outstanding financial, organisational and resource management skills. SC 3 Planning, policy and program development and review o Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes. o Demonstrated ability to implement Department policies to a high level. o An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning. SC 4 Leadership of staff and students o A highly developed capacity to motivate staff, develop their talents and build an effective team. o 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 o Highly developed interpersonal and communication skills in individual, small group, and community contexts. o Exemplary values pertaining to personal qualities of objectivity, sensitivity, and integrity. o An ability to work with parents and the community to develop a strong learning environment. SC 6 School Criteria o Describe your capacity to implement the elements of the Victorian Teaching & Learning Model (VTLM) 2.0 to improve whole-school learning outcomes, including Victoria's Approach to Teaching Reading F-2, 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 marrung@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 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 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. Responsibilities The responsibilities of this position will be: Teaching and Learning (Curriculum): Oversee the implementation of a school-wide curriculum aligned with the Department of Education and VCAA expectations Lead teachers in high-level instructional planning and pedagogical practice Facilitate professional development to support continuous professional growth Analyse student performance data to identify trends and areas for improvement. School Operations: Daily Organisation & School Management, including timetabling and associated processes Student Management to maintain a calm and orderly teaching and learning environment High-level communication and engagement with key stakeholders, including students, staff, families and the wider school community. Applications close Sunday 20 April 2025 at 11.59PM Posted 07 April 2025