Assistant Principal Special Education Teaching and Learning Curriculum Leader

Department of Education Victoria; Leongatha; Vor Ort; AUD 110.000 - 150.000; Vollzeit

Zusammenfassung

Department of Education Victoria in Leongatha is seeking an Assistant Principal Special Education Teaching and Learning Curriculum Leader to drive inclusive education, curriculum leadership and school improvement. The role emphasises leadership of staff, assessment and engagement with families to support learners with disability.

Applicants should have a Special Education qualification and background in leading differentiated curricula, with strong collaboration across teams and a commitment to

Qualifikationen

• Special Education qualification is preferred and relevant leadership experience.
• Proven ability to lead inclusive education initiatives and improve outcomes.
• Demonstrated capacity to design and evaluate curriculum aligned with school goals.

Aufgaben

• Provide visionary educational leadership to improve teaching practice and student outcomes.
• Lead curriculum development, teaching and learning across the school and ensure alignment.
• Oversee assessment, data use and school improvement planning.
• Coach and support staff to strengthen pedagogy, collaboration and high expectations.
• Foster inclusive practices, student voice and agency within programs.

Kenntnisse

Educational leadership

Curriculum development

Data-driven decision making

Team collaboration

Ausbildung

Master's degree in Education Leadership

Jobbeschreibung

Assistant Principal Special Education Teaching and Learning Curriculum Leader

Department of Education Victoria – Leongatha VIC

18h ago , from Department of Education & Training Victoria

Located within the Leongatha Educational Precinct, the South Gippsland Specialist School provides high-quality education for students aged 5 to 18 years who have been diagnosed with an intellectual disability.

Our programs are designed to reduce cognitive load and support the development of executive function and self-regulation. We place a strong emphasis on explicit instruction, where students engage in focused learning experiences that build essential skills.

We provide a unique structured work system that focuses on authentic learning experiences that support students in working towards their individual learning goals, ensuring that each learner experiences success.

We maintain a high student-to-staff ratio, allowing us to provide strong support, connection, and guidance for every learner.

Our teachers work collaboratively to design unit plans that reflect whole-school practice, ensuring consistency, alignment, and shared responsibility for student outcomes.

Our school is guided by clear, lived values that shapes what we do:
Be Friendly, Be Safe, Be a Learner, and Be Respectful.

We are an inclusive community that believes every student has the right to learn and achieve success.

School Profile

Located within the Leongatha Educational Precinct, the South Gippsland Specialist School provides high-quality education for students aged 5 to 18 years who have been diagnosed with an intellectual disability.

Our programs are designed to reduce cognitive load and support the development of executive function and self-regulation. We place a strong emphasis on explicit instruction, where students engage in focused learning experiences that build essential skills.

We provide a unique structured work system that focuses on authentic learning experiences that support students in working towards their individual learning goals, ensuring that each learner experiences success.

We maintain a high student-to-staff ratio, allowing us to provide strong support, connection, and guidance for every learner.

Our teachers work collaboratively to design unit plans that reflect whole-school practice, ensuring consistency, alignment, and shared responsibility for student outcomes.

Our school is guided by clear, lived values that shapes what we do:
Be Friendly, Be Safe, Be a Learner, and Be Respectful.

We are an inclusive community that believes every student has the right to learn and achieve success.

Our Vision

Together we strive to build a learning community where every student feels valued, supported, and empowered to reach their potential. Through strong partnerships with families, high expectations, and a commitment to wellbeing, we prepare our students for lifelong learning.

At the South Gippsland Specialist School, students experience success academically, socially, and emotionally, equipping them to become contributing members of their community.

Commitment to Learning and Wellbeing

We are dedicated to creating a rich and supportive environment where every student has access to meaningful educational opportunities. Our broad and balanced curriculum has a strong focus on academic, social, and emotional growth.

We proudly embed Positive Behaviour Support and the Berry Street Education Model across all areas of the school. These frameworks nurture resilience, build positive relationships, and encourage students to engage enthusiastically in their learning.

A Supportive and Inclusive Community

We are committed to maintaining a safe, caring, and inclusive school environment where the voices of staff, students and families are heard, respected, and acted upon.

The whole school community shares responsibility for upholding our positive culture:

• Students commit to working, learning, and playing to the best of their ability, while being polite, fair, and friendly.
• Parents and carers partner with the school to reinforce our shared expectations and create a consistent environment for growth.
• Staff implement the School Code of Conduct fairly and consistently, while continuously reflecting on and improving practice.

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.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website athttp://www.education.vic.gov.au/hrweb/Pages/default.aspx
• Information about our school can be located athttps://www.sgss.vic.edu.au/

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

KSC 1: Educational Leadership

Demonstrated capacity to provide visionary and exemplary educational leadership that improves teaching practice and student learning outcomes. Highly developed skills in leading change, developing a shared vision for learning and building collective responsibility for student achievement.

KSC 2: Curriculum, Teaching and Learning

Demonstrated expertise in leading the development, implementation and evaluation of high-quality, differentiated curriculum and evidence-informed teaching practices that respond to the diverse learning needs of students with disability. Capacity to lead curriculum alignment, personalised learning, instructional practice and pathways that maximise student learning, engagement and independence.

KSC 3: Assessment, Data and School Improvement

Demonstrated ability to lead the effective use of assessment, student learning data and evidence-informed practices to identify learning priorities, monitor student progress and evaluate the impact of teaching. Capacity to translate evidence into strategic improvement initiatives that strengthen student achievement and wellbeing.

KSC 4: Leadership of Staff and Professional Learning

Highly developed capacity to build staff capability, lead professional learning and develop a collaborative culture of reflective practice and continuous improvement. Demonstrated ability to coach, mentor and support teachers to strengthen pedagogical practice, curriculum knowledge and high expectations for all learners.

KSC 5: Inclusive Education, Student Voice and Agency

Demonstrated commitment to inclusive educational practices, equity and excellence, ensuring that all students are valued, have a voice and are active participants in their learning. Capacity to embed student voice, agency, communication, choice and self-determination within curriculum and teaching practice.

KSC 6: Organisational, Strategic and Resource Management

Demonstrated ability to strategically manage curriculum programs, staffing, resources and budgets to support school improvement priorities. Capacity to align operational decisions with the School Strategic Plan, Annual Implementation Plan and departmental priorities to maximise student learning outcomes.

KSC 7: Communication, Collaboration and Community Partnerships

Highly developed interpersonal and communication skills and demonstrated capacity to build authentic partnerships with students, families, staff and external professionals. Ability to foster collaborative relationships that strengthen curriculum development, personalised learning, student transitions and post‑school pathways.

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.

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;

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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.

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

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:

Only applicants with a Special Education qualification will be considered for this position

• 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 https://www2.education.vic.gov.au/pal

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 (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.