Assistant Principal ¿Wellbeing

Role

The Assistant Principal role:

We are looking for a unique person who will fit in as part of our developing team. That person will be a strong leader who is motivated, dedicated and hard working. The successful applicant will work as part of the Leadership Team and School Improvement Team, managing processes and procedures across the school and making key decisions for the establishment and growth of a new school.

The role of the Assistant Principal will include:

-building a whole-of-school culture of excellence and inclusion within the educational rationale for our new school

-developing and shaping a vision for learning and designing a framework for pedagogical approaches which maximise the opportunities presented by the inclusive and contemporary learning spaces

-supporting the development of whole school curriculum and assessment and reporting procedures that will support the achievement of the school¿s vision and values, including its focus on excellence and inclusion

-selecting and employing staff with the expertise, skills and mindset to ensure the school¿s vision of excellence and inclusion is achieved

-providing appropriate support for staff who are inspired to work collaboratively with the Principal, the staff and community to refine and implement the school¿s vision

-proactively engaging with the local community to develop processes and systems which set the foundations for the school to become a community focused space that links families and children to services and support, provides learning opportunities and builds a vibrant supportive community

-developing a strategic approach to the professional learning of staff and the ongoing development of the school¿s culture of inclusion as it grows

-establishing relationships with other stakeholders such as local schools, Kindergartens, Child Care Centres, Melton Council, to support and learn from each other

-making any reasonable adjustments as requested by a student or parent/carer in accordance with the school¿s legal obligations under the Disability Discrimination Act 1992

Specific to this role is:

-Managing student engagement at the school, including attendance and ensuring that new students are connected to the school

-Managing Wellbeing programs at the school, such as the breakfast program

-Disability Inclusion leadership, including

oManagement of the Disability Inclusion program

omanaging DI funding

osupporting teachers

omanaging ES staffing and timetables

oliaison with LOOKOUT, KESO¿s and other organisations

oDI transition of students into and out of the school at all year levels

oSSS key contact meetings

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 ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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:

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:

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

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.

Location Profile

Are you ready for a change and looking for a rewarding and challenging professional opportunity? Would you like to be a part of a team that values a positive, supportive and inclusive environment? Do you have high expectations for yourself, your team, your school and your students? Are you ready to contribute to a dynamic school that is building the future of education in the Brookfield area? 

Are you willing to give your best, every day, to our school community? 

If this sounds like you then Binap Primary School, Brookfield may have a role for you

Location Profile

Located on Wurundjeri land, Binap Primary School is a new school in Melbourne¿s western growth corridor. The school opened in January 2024 and is located in the suburb of Brookfield which is within the City of Melton.

Binap Primary School is within 30 minutes drive of Bacchus Marsh and Sunbury. Melbourne¿s western suburbs are also no more than a 35 minute drive away, against traffic.

Our current enrolment is 280 students and we expect to start 2025 with approximately 350 students

We are a (SIS), which is a mainstream school with additional professional capabilities and facilities designed to cater for a higher than usual proportion of students with disability.

Our Vision and Values

Our best. Every day.

Vision

Mission

provide students with the best possible foundation in life through a comprehensive education so that they can develop the necessary skills to succeed in society.

We believe that every member of our school community has a right to fully participate in an educational environment that is safe, supportive and inclusive. Our community can expect the best from the staff at the school every day and we expect them to give their best in return.

ELONGING

E XCELLENCE

S ELF RESPECT

T RUST

We belong to our school and to our community. We value diversity and difference and we do our best to make sure that everyone who is part of our school knows that they belong here and that together we will achieve. We care for ourselves and for our community and we give back to our community.

We strive for excellence by doing the best that we can every day, individually and together.

In our learning. In the way we act and behave. In the way we treat ourselves, others, our environment and our community.

When we have self-respect, we know that we can do our best at all times. Having respect for ourselves also means that we respect others and value their uniqueness. We also respect our community and the environment.

We trust ourselves and others and we are honest and act with integrity. We do the best that we can to keep our word and to hold ourselves, and others, accountable for their words and actions.

---