Assistant Principal-Range 1 - Disability Inclusion

Department of Education Victoria; City of Melbourne; Sur place; AUD 120 000 - 150 000; Plein temps

Résumé du poste

Department of Education Victoria invites applications for the Assistant Principal—Disability Inclusion at Hoppers Crossing Secondary College. The role requires leading the DI team, shaping inclusive practices and overseeing program delivery within a comprehensive secondary setting just west of Melbourne.

Strong leadership, budgeting and staff development skills are essential, as is collaboration with families, wellbeing staff and external providers to support students with diverse needs.

Qualifications

• Demonstrated capacity to provide educational leadership focused on student wellbeing, engagement and inclusion.
• Proven ability to lead change, build staff capability and implement whole-school approaches.
• Strong financial, managerial and administrative skills for complex school operations.

Responsabilités

• Lead the Disability Inclusion team and drive inclusive education initiatives.
• Oversee curriculum design, student support and partnerships with external services.
• Manage budgets, staffing and resource allocation within the designated area.
• Support school leadership in policy development and whole-school improvement.
• Provide professional development and coaching for staff on inclusion practices.

Connaissances

Educational Leadership

Change Management

Staff Development

Budget Management

Formation

Teaching Registration

Description du poste

Assistant Principal-Range 1 - Disability Inclusion

Department of Education Victoria – Hoppers Crossing VIC

1d ago , from Department of Education & Training Victoria

Hoppers Crossing Secondary College opened in 1984 and is a single campus, co-educational college with an enrolment of approximately 1,500 students. Situated in an urban growth corridor, approximately 20 minutes west of Melbourne, we welcome students from Years 7 to 12, from Hoppers Crossing and the surrounding district.

The College places great importance on developing innovative and challenging educational programs, through which young people recognise the value of growth through learning. Academic rigour is valued at all stages of learning.

We aim to achieve the extra-ordinary by providing an education which has a focus on developing our students' academic potential. Our classroom focus is on challenge, engagement and achievement.

A highly committed staff share in the vision and values of the College and are dedicated to supporting students, throughout all stages of learning. The time and effort teachers put into their classes ensures the best educational outcomes which is reflected in our academic results. The College is very proud of its highest ever ATAR score of 98.90. We have excellent growth in study scores above 40 and consistency in the achievement of high ATAR scores. Over 90% of our Year 12 students progress to tertiary education or training institutes or vocational positions.

Our students are guided throughout their chosen pathway of VCE, VCAL or VET studies and are prepared for post-secondary options, including tertiary entry and further training or employment.

A diverse range of innovative educational, co-curricular and enrichment programs are offered across Years 7 to 12.

These programs include the Estancia High School Exchange Program, Chinese Overseas Learning Experience, Italian Language Immersion Program, Wakakirri Competition, Inter-School Sports, Year 7 and 10 Scholarship Programs, Student Representative Council, Youth Parliament, High Resolves Student Leadership and Work Experience Programs.

Additionally, Year 11 and 12 Enhancement Studies make it possible to incorporate TAFE certificates and University studies within the VCE program as a result of strong partnerships with a range of tertiary institutions.

The College prioritises ICT across the curriculum with the inclusion of: interactive whiteboards or media projectors in every classroom, Apple Mac laboratories and a 1:1 Netbook Program.

These facilities are aimed toward preparing students with the skills required for them to take their place as 21st century learners and citizens.

Our College grounds are immaculately presented and maintained, providing our students with a positive learning environment.

Our students are also able to enjoy upgraded facilities including plexi-paved basketball and tennis courts in addition to our $2 million state-of-the-art Science Centre.

Parental involvement in College operations and the learning process is encouraged as we consider this contribution to have a positive effect on the education of our young people.

Selection Criteria

KEY SELECTION CRITERIA:

Applicants are requested to present a written response to the key selection criteria below:

SC1: Educational Leadership

Outstanding capacity to provide educational leadership that places student learning, wellbeing, engagement and inclusion at the centre of whole-school improvement.

Highly developed skills in leading and managing change, building staff capability and establishing consistent whole-school approaches.

SC2: Financial, Managerial and Administrative Ability

Outstanding organisational, managerial and resource management skills, with the capacity to manage complex student matters, competing priorities and operational demands.

SC3: Planning, Policy and Program Development and Review

Demonstrated capacity to develop, implement and evaluate programs and interventions including department policies and processes that improve student wellbeing, engagement, inclusion, behaviour and learning outcomes, child safety and attendance.

Demonstrated capacity to use student wellbeing, engagement and learning data to inform planning and whole-school improvement.

SC4: Leadership of Staff and Students

Demonstrated capacity to lead, develop and embed whole-school approaches to student regulation and re-engagement, building staff capability and ensuring consistent practices that support students to successfully participate in learning.

SC5: Interpersonal and Communication Skills

Highly developed interpersonal and communication skills, with the capacity to build positive and productive relationships with students, staff, families and external professionals.

SC6: Demonstrated ability to fulfill the position description as Disability Inclusion Assistant Principal.

Role

POSITION DESCRIPTION: ASSISTANT PRINCIPAL ¿ DISABILITY INCLUSION

TIME FRACTION: 1.0

TIME ALLOWANCE ¿ All Principal Class Officers at HCSC are expected to have a teaching load.

ROLE DESCRIPTION:

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 involve 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.

Hoppers Crossing Secondary College expects the Assistant Principal Disability Inclusionto lead the College in the implementation of the Disability Inclusion reforms in schools including overseeing the tiered approach to Disability and Inclusion and building staff capacity in this area.

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.

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 (seeWorkplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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.

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

RESPONSIBILITIES:

College Wide:

• In conjunction with the School Leadership Team lead the College in achieving targets set out in the current School Strategic Plan and Annual Implementation Plan.
• Articulate to all members of the school community how the College successfully implements the updated DE Framework for Improving Student Outcomes (FISO2.0)
• Lead the implementation of the HCSC Teaching and Learning Framework, with a focus on embedding the GANAG Common Instructional Model across the College and incorporating the consistent use of the High Impact Teaching Strategies (HITS).
• Support teaching and learning practices focusing on differentiated Writing strategies for staff to implement.
• To take a proactive approach in the monitoring and implementation enforcement of the Student Wellbeing and Engagement Policy.
• Build teacher capacity by providing coaching and support, for the use of proactive classroom management strategies within the context of our Student Wellbeing and Engagement Policy.
• To develop an understanding, through classroom observations and consultation with other teachers, of the most effective, evidence-based teaching practices in the College for improving student outcomes and facilitate sharing of these practices amongst staff.
• Inspire students and staff to develop a passion for learning as well as demonstrate and promote the notion of academic rigour and a growth mindset.

Position Specific:

• Lead, support and direct the day-to-day work of the Disability Inclusion (DI) Team.
• To ensure students with disability and additional needs are engaged in education and meeting their learning goals through working collaboratively with the school’s leadership, wellbeing staff and allied health team. They also work collaboratively with services/teams outside school, which may include Health and Wellbeing Inclusion Workforces, liaising with Student Support Services key contacts and external therapists.
• To be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students.
• Support the school community with its responsibility in developing and implementing a curriculum that is inclusive of all students as per the new Disability Inclusion model.
• Support with managing the phasing out of the DET ¿Program for Students with Disabilities¿ and collaborate to support staff with understanding the new Disability Inclusion model.
• To provide relevant PD for staff around Disability and Inclusion as well as on the development of quality IEPs for students.
• Coordinate and prioritise Disability Inclusion Profiles (Tier 3).
• Oversee completion of all documentation required by the Department of Education on students
• To liaise with the Wellbeing Team to oversee the supports for students living in Out of Home Care (OoHC) including liaising with the DET ¿Lookout¿ team as the `Designated Teacher¿
• To liaise with the Wellbeing Team to source relevant external agencies (e.g. DFFH, TAC, Youth Justice) as per individual student requirements.
• Coordinate Integration aide support, including:
• the development of timetables for all ES staff & publishing these for all staff to view each Term, including secondary allocation during student absence.
• providing information to teachers about students needing adjustments and additional support.
• in class support for teaching aides
• one to one or small group periods of instruction when necessary
• provide relevant PD opportunities to teaching and ES staff
• Building teacher capacity with focus on teaching strategies and tier 2 and 3 supports
• Working in class to support teachers with teaching strategies and the development of Individual Education Plans
• Assisting staff to modify curriculum to meetthe needs of Tier 2 & 3 students
• Coordinate and support the work of non-school based personnel (visiting teacher services, allied health professionals, etc.).
• Coordinate and participate in Student Support Group Meetings across the college.
• Liaise with other Personnel Services and Resources (S.W.C., Community Services, etc.) as required.
• Coordinate the implementation of the Department of Education MARRUNG program including liaising with the KESO (Koorie Engagement Support Officer)
• Oversee the Koorie education program and support Koorie students in conjunction with the KESO and Koorie Education Manager and Co-ordinators.
• Lead SSGs for First Nations students (*Need to use ¿First Nations¿ as many of our students are not ¿Koorie¿ and this is not the correct reference for them.
• Oversee the submission and distribution of State School Relief applications including computers, textbooks, calculators and uniform items.
• Prepare, lead and participate in DIP Parent Meetings, Year Level Coordinators and relevant experts.
• Collecting the relevant information for any student who has been identified as potentially being included in the DIP process.
• Support the implementation of the Language Support Program at the College including;
• Collaborating with the referral process
• Working in class to support teachers with adjustments/teaching strategies
• Meet with staff within the LSP for updates and progress on students
• Identify additional supports for LSP for greater impact, including seeking parent/carer consent
• Promotion of college wide events related to DI and supporting wellbeing.

Other Duties

• Attend and participate in Leading Teacher/Learning Specialist meetings.
• Attend and participate in Sub‑school meetings for dissemination of relevant information
• Represent the College at community events as requested including the Sub‑School Mid‑Year Honours Evenings, the Annual College Awards Night and aligned Information Evenings and events.
• Attend School Council and provide DI report.
• Conduct College tours and attend Open Days.
• To act as a Leader for the management of staff Performance and Development Plans.
• Attend and support all after hours events for the Sub-Schools (where appropriate).
• Coordinate, promote, set up events and obtain parent/carer consent for child(ren) to attend relevant incursions & excursions, such as iCan mentoring, Autism (what is the event they attend at MCEC), Koorie eventsetc.
• Participate in the School Operations Group Meetings.
• Any other duties as directed by the Principal.

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
  Specific information in relation to this position can be found on the College website under the Employment Tab (www.hopcross.vic.edu.au)
• The Selection Panel reserves the right to seek referees other than those nominated on your application.
• All applicants need to be aware that with regard to the Child Safety Standards, information may be collected in order to establish their suitability for child-connected work.
• All staff employed by the Department of Education and Training and schools have access to a broad range of employment conditions and working arrangements.
  Appointment of successful applicants will be made subject to the satisfaction of pre-employment conditions.
  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 online at the Department's Human Resources website at:-www.education.vic.gov.au

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';
• 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 (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.