Assistant Principal-Range 1 in Bendigo

Marong Primary School is a government education setting for 250 students from Prep to Year 6. At Marong Primary School, we aspire to develop confident, resilient and compassionate young people who believe in themselves, value others and contribute positively to their community. We nurture students to be kind, respectful and inclusive, with the courage to embrace challenges, the curiosity to continue learning, and the confidence to pursue their goals. We strive for every student to leave our school knowing their worth, equipped with the skills and values to thrive in secondary school, make a positive difference in the world and be the best version of themselves. Our school promotes four core values: Achievement, Belonging, Respect and Responsibility. By addressing these values in their daily lives at school, we assist our students to become the best person that they can be.

Marong Primary School has implemented the School Wide Positive Behaviour Support (SWPBS) program, founded around our vision and school values. The school offers a broad curriculum with an explicit focus on Literacy and Numeracy, aiming for every child to achieve at their highest possible level through high-quality teaching practices. Every child should leave the school with a high sense of self-confidence and appreciation that learning is a lifelong process.

While catering for all ability levels and learning styles, our main focus is on children being happy, engaged and achieving the best possible learning outcomes. A range of extracurricular programs ensures all students are exposed to various learning activities and environments, including camps for Years 2-6, major excursions, sports carnivals, a whole school concert, the student-led Junior School Council and much more.

The Marong Primary School Council and parent community is committed to maintaining the school as a highly effective learning community. Energy, enthusiasm, team spirit and effective partnerships between parents, children and all staff members are key features of life at Marong Primary School.

Our staffing profile includes 11 classroom teachers (some part-time), three specialist teachers, 10 education support staff, part-time office staff, a business manager, a Mental Health and Wellbeing Leader, a Disability and Inclusion coordinator, Assistant Principal and Principal. The school meets all requirements of the VRQA.

Selection Criteria

• 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
• Local Criterion
  • Demonstrated capacity to lead and sustain improvement in teaching, learning and wellbeing, building the capability of others and contributing to a positive, collaborative, and high-performing culture, with an alignment to the Victorian Teaching and Learning Model 2.0 (VTLM 2.0)

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 this 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. They 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 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.

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.

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.

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class, 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.