Assistant Principal – Whole School Timetabling in Melbourne

Alamanda College is located in the growth corridor of Point Cook. Alamanda College strives to be internationally minded and provides a supportive, nurturing and challenging learning environment, encouraging high expectations for student success. Alamanda College is currently involved in building upgrade projects. Over the next 3-4 years, the portable buildings will be replaced through a VSBA masterplan. This is an exciting time for the new designs fit for purpose for the next decade at Alamanda College.

The design of the permanent buildings in the school is open plan, and the school has many relocatable classrooms. A strong focus is placed on collaborative teaching and learning. The school's design lends itself to flexible groupings of children with a differentiated focus on group and individual tasks. The classrooms are grouped in learning communities with shared learning spaces; the modern design requires a demonstrated ability to utilise pedagogical practices suited to these learning spaces.

An emphasis will be placed on teachers and children working in home groups and breaking out into small focus groups within each community setting. McRel research in Balanced Leadership, Mentoring and Coaching, Creating High Performing School Cultures underpins the school's work. The school work is aligned to FISO 2.0 through the Victorian teaching and learning model. Alamanda is a 1-to-1 iPad/MacBook school and uses technology to engage students with their learning, as well as meet their individual needs. Staff must be confident and willing to engage in study of Using Technology with Classroom Instruction that Works research to support this strategy.

The primary school is an accredited International Baccalaureate primary school. The PYP is offered for the Prep to Year 6 students, and the secondary school is based on the Middle Years Program, which is offered for the Year 7 to Year 9 students. The PYP & MYP Learner Profile underpins the management of students and has helped to build a positive and engaging learning environment.

The school will operate with the theory of action: All children can learn. High expectation for every child. Continued effort and practice enables all children and young people to learn, to achieve and to improve their learning potential. Personalised learning, goal setting and differentiation of curriculum tasks and teaching styles improves the capacity for students to learn. All children can learn if given ongoing continued intervention, support and time to practice.

There is a strong focus on professional development for all staff, which includes an emphasis on building leadership capacity and implementation of best teaching practice. The 'Practice Principles for Excellence in Teaching and Learning' and Marzano research-based instructional strategies are utilised across the school to ensure that teaching practices are purposeful and are proven to have a high impact on student learning. The school motto is "Dare to be Wise" which underpins management of student engagement and teaching pedagogy.

Selection Criteria

• SC1: Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to individual student learning needs beyond the development of an IEP. Applicants are welcomed to show portfolio evidence.
• SC2: Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. Ability to regularly check and discuss timetabling needs with senior AP team.
• SC3: Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. Teachers are welcomed to bring a range of assessment exemplar. Ability to be flexible with managing the timetable adjustments to support students and staff.
• SC4: Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. Applicants are welcomed to elaborate at a personal level, describing the commitments they have made to their current school's engagement to support students in agency and engagement.
• SC5: Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

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 involves 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

• 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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability.

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.

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.

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.

Qualification Requirements

The person must have provisional or full registration approved by the Victorian Institute of Teaching; and if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements.