Assistant Principal-Range 1 (Curriculum Development & Implementation)

Selection Criteria

SC1: 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.

SC2: Financial, Managerial and Administrative Ability

• Outstanding financial, organisational and resource management skills.

SC3: 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.

SC4: 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.

SC5: 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.

SC6: Community Criterion

• Demonstrated ability to lead the design, implementation, and evaluation of a comprehensive and innovative curriculum that promotes high-quality teaching and learning, fosters student engagement, and ensures alignment with school priorities and educational standards.

Role

The Assistant Principal (Curriculum Development & Implementation) will:

• Work with, and report directly to, the principal.
• Have the 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. This will include the progressive development and implementation of curriculum and assessment related to the Victorian Curriculum (F-10) 2.0, DET Reading Program (F-2), VCE-VM and VPC.
• Play a major role in assisting with the progressive implementation of all VTLM 2.0 elements, including the strategies associated with each element.
• Contribute to the overall management of the school through involvement in policy formulation and decision making.
• Lead 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 across the College.
• 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.

In exercising these responsibilities, the Assistant Principal (Curriculum Development & Implementation) will have the authority to work independently and in consultation with the Principal when making significant decisions relating to their program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget.

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

Other Information

Advice for Applicants

Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:

• A specific response to all of the Selection Criteria and position details. It is suggested that applicants limit their response to not more than 7 pages
• A Cover Letter introducing yourself and providing your name, record number (if currently employed by DE), home address, telephone numbers (home, work and mobile) and the vacancy number of the position.
• A summary of experience and qualifications.
• The names and contact details of three referees who can provide information regarding the applicant in relation to the Key Selection Criteria.

Applications to be submitted via Recruitment Online in preferably a .pdf format.

The Selection Process will involve at least the following steps:

• Receipt of application by closing date
• Shortlisting of applications
• Interview process (applicants may be invited back for a second interview)
• Referee checks (these may occur prior and/or after the interviews)

Note: the panel reserves the right to contact others outside of the list of referees provided by the applicant. On making a decision to appoint, a job offer will be made to the successful applicant.

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.

Location Profile

Our College values of Community, Inclusion, Respect and Integrity are at the core of all relationships and guide every daily interaction. We believe that quality relationships based on inclusiveness and mutual respect between parents, teachers and students are the key to us achieving our purpose.

Student wellbeing is critical in empowering students with the social and emotional competencies to experience success and happiness in a rapidly changing world. A comprehensive student wellbeing structure is in place throughout the College. Staff teams coordinate a series of DET inclusive programs (including SWPBS, RRRR, Marrung) and services that build student self-worth, personal identity and relationships of mutual respect. We have a dedicated team running our Breakfast Club and Outside School Hours Care program for our community.

Murtoa College P-12 embraces its position within the community. The College is actively building community partnerships that transform educational opportunities and outcomes for students. Murtoa College is proud to be at the heart of the local community, offering truly student centred, rich learning programs that promote exciting and extensive pathways into an increasingly global society.

Our key objectives at Murtoa College are:

• To improve the learning growth of all students in all areas.
• To ensure all students are motivated in their learning and that they have a strong sense of belonging and connectedness to the college and their peers.
• To maintain a safe and respectful environment for the whole college community.

Murtoa College is a Foundation to Year 12 School of currently 251 students situated 300 kilometres north-west of Melbourne, and approximately 30 kilometres east of Horsham. Currently the F-6 area has a total of 92 students. Classes are run at each year level in years 7-12 and in the senior years we offer the VCE, VCE Vocational Major (VM) and Victorian Pathways Certificate (VPC). We also facilitate traineeships and assist students to find apprenticeships with local industries with the support of the onsite Headstart Coordinator.

Our college draws students from the local area, Murtoa College also has students who travel by bus each day from Horsham. The school services a wide area that ranges east to west from Horsham to Rupanyup (45 kilometres) and north to south from Minyip to Glenorchy (about 50 kilometres).
Our feeder schools are Minyip Primary School, Rupanyup Primary School and Our Lady Help of Christians School. We also have a number of families in Horsham who choose to send their children to Murtoa College to provide their education in a rural setting with smaller class sizes. Murtoa College works in collaboration with these rural primary schools through the Dunmunkle Cluster where we network, share resources and support an extensive transition program.

The college has 23.5 EFT teaching staff plus 12.00 EFT education support staff working across administration, classroom support and maintenance. Murtoa College has a beautiful groodle named Rosie who is a therapy dog used to support the wellbeing of students and staff.

Murtoa College seeks to ensure our students learning works in concert with their home and community. Ours is a school that understands education occurs within and beyond the school gate, through both teaching staff and drawing upon the wisdom and experience of local community members. This community focus exposes our students to our core values including that relationships matter above all else.