Role
Responsibility:-
1. Responsibility for the leadership a sub school of 250 students, 10 Home Group teachers and a larger team of teaching staff.
2. Build a culture of high expectations and aspirations for all community members
3. Celebrate student achievement, personal growth and success
4. Develop and implement strategies that engage and develop a sense of belonging within the student cohort
5. Lead the development of year-to-year transition for the identified cohort of students.
6. Lead the implementation of College policies pertaining to students
7. Lead the implementation of SWPBS across the College.
8. Lead the development and implementation of Attendance based initiatives
9. Develop and implement a response to the ATSS point of managing bullying
10. Lead the year-to-year transitions for students within your sub school
11. Develop the work systems and process of the team leaders
12. Build the capacity of teaching staff, team leaders and Homegroup to implement Key improvement strategies, PLC, SWPBS, 3L and EMC policies
13. Ensure that IEP's are effectively implemented monitored and adapted for tier 2 and 3 students, and liaise with inclusion to support and monitor the implementation monitored and adapted for tier 2 and 3 students
14. Use College policies, systems and processes to respond to minor and major behaviours, and wellbeing behaviours of concern.
15. Liaise with wellbeing around students that have been identified as potentially at risk for various wellbeing concerns on a weekly bases. This includes; Consultations with Wellbeing and Inclusion
16. Manage complex students and families through liaising with wellbeing, inclusion and external services and supports
17. Support the careers team with the development and implementation of curriculum, course counselling
18. As a key stakeholder plan and implement for the HG curriculum as agreed.
19. Lead and actively contribute to a positive climate for learning and development where the College community demonstrates the highest levels of respect and inclusion for Aboriginal and Torres Strait Islander peoples, including implementing strategies to address the six self-determination in education reform areas
20. Perform other duties as may be required by the Principal or Assistant Principals
Link to the SSP and AIP:-
21. Embed a culture of high expectation across the whole college community.
22. Develop and lead the implementation of the SWPBS Framework
23. Implement a school-wide pedagogical approach to student goal setting.
24. Strengthen the implementation of the tiered approach to inclusive education.
25. Develop and lead the implementation of a response to attendance data
Leadership Expectations:-
26. Leadership and implementation of the SWPBS framework
27. Lead strategic approach to the improvement in student attendance within sub school
28. Responding to minor and major behaviours
29. Leading Student Support Group Meetings
30. Coaching approach, including leading PLC, participation in learning walks and using data with teachers to make informed decision and improvement
31. Academic success (NAPLAN, VCE)
32. *Leading Student Goal Setting
33. Engage in the use of the Agile School Improvement framework
34. Leader will engage in monthly pulse checks to review evidence of impact
35. *Leading implementation of their portfolio
36. *Leading subschool operations
Key skills and attributes of the leader:-
37. Coaching approach to building teacher capacity
38. Ability to build high performing mind sets and team culture
39. Ability to build high performing teams and collect evidence that reflects endeavour
40. Ability to build positive and effective relationships with the college community
41. Ability to effectively communicate and build connection with the College vision, values and strategic plan
42. Highly developed listening skills, that reflect a growth mindset
43. Be open to receiving challenging feedback and implementing this feedback to improve performance
44. Be improvement focussed
45. Ability to build effective relationships
Direct report:-
Assistant Principal
Conditions of Employment
46. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
47. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
48. A probationary period may apply during the first year of employment and induction and support programs provided.
49. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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.