Assistant Principal (Wellbeing, Inclusion and College Events)

Government schools; Kyabram; On-site; AUD 120,000 - 150,000; Full time

Job summary

Kyabram P-12 College in a rural Victoria community invites applications for an Assistant Principal to oversee wellbeing and disability inclusion across Years P–12. The role requires strategic leadership, strong collaboration with staff, families and the wider community, and a commitment to safe, inclusive learning environments.

The successful candidate will lead curriculum and policy development, manage resources and support staff, ensuring high standards of student wellbeing, inclusion, and

Qualifications

• Eligible applicants must be registered with the Victorian Institute of Teaching.
• Experience in educational leadership and change management.
• Ability to lead wellbeing and disability inclusion across year levels.

Responsibilities

• Oversee wellbeing and disability inclusion across Years P–12.
• Lead staff wellbeing, professional development and performance.
• Manage budgets, staffing and program delivery.
• Work with parents and community to support student outcomes.
• Support school policies and compliance with Department standards.

Skills

Educational leadership

Financial management

Staff leadership

Interpersonal communication

Community engagement

Disability inclusion

Education

VIT registration

Postgraduate initial teacher education accreditation

Job description

Location Profile Kyabram P-12 College is a co-educational school located approximately 200 km north of Melbourne, in the rural township of Kyabram on the western edge of the Goulburn Valley, midway between Echuca and Shepparton. Enrolment numbers have remained stable at approximately 920 students, with six percent of students with English as an additional language and seven percent are Aboriginal or Torres Strait Islander. Our Student Family Occupation (SFO) index is 0.5473 and our Student Family Occupation and Education (SFOE) Index is 0.4817. Our staff consists of 136 EFT staff which include 3.0 principal class, 99 teachers, and 34 education support staff. We offer a seamless journey from the start of a student¿s schooling experience to the completion of their secondary education be it in the VCE University Placement (UP) pathway or VCE Vocational Major (VM). Our dedicated teaching team focus on the learning and wellbeing of every student. The college aims to equip all students to approach their futures with spirit and confidence. We foster the partnership between students, parents/ carers, staff, and the broader community. We teach and encourage every student to: Be respected and respectful as an individual. Be tolerant and nurture individual diversity. Make the most of their opportunities to learn in an innovative, challenging, and inspiring education environment. Demonstrate a high degree of personal responsibility and accountability. We strongly value our community relationships with emphasis being placed on the College values of Respect, Responsibility, and Community. We have implemented SWPBS (School-wide Positive Behaviour Support) in the college which is an evidence-based framework designed to help schools create positive, safe, and fair settings where students and teachers can thrive. It focuses on teaching and encouraging positive behaviour, supporting all students, and providing extra help to those who need it. A comprehensive curriculum P-12 is enhanced by well documented units of study delivered within the college pedagogical model. The college curriculum offers a wide range of subjects at VCE and has a well-established Applied Learning program which continues to be a leader in its field, providing support and guidance to other schools. The College also offers students an extensive range of VET subjects which can be accessed from Year 10 into Year 12. The college is a Registered Training Organisation (RTO), and have been able to support a wide range of career choices for students.

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 develop 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

• Demonstrate capacity to lead, monitor and evaluate a school wide implementation of practice relating to student support, inclusion and/ or behaviours.

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. It is our policy to provide reasonable adjustments for staff with disability (see Workplace 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 [emailprotected]

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

The general responsibility of this Assistant Principal will be to oversee Wellbeing and Disability inclusion across all year levels from Years Pep to 12.

With college accountability, there are additional whole school and College Council responsibilities.

There will also be times when necessary to deputise for the principal. The Assistant Principal will oversee the students identified as needing additional support, including:

• Disability Inclusion
• English as an Additional Language
• Out of Home Care
• Koorie Students Child Safe standards
• Lead the work of the Child Safe Champions, ensuring the college meets the child safe standards as set.
• Lead the continual review of programs and operations through the lens of the child safe standards.
• Disability Inclusion
• Oversee the learning of students with additional needs.
• Support the key staff involved with leading individual education plans.
• Oversee the implementation of small group programs.
• Ensure NCCD date is true and accurate each year.
• Ensure the Disability Inclusion Profile meetings are well documented and take place in a timely manner.
• Literacy and Numeracy Improvement
• Oversee tutoring and other support programs for students in Years P-10.
• Ensure appropriate intervention program are in place for students with additional needs.
• Wellbeing
• Oversee the day-to-day management of wellbeing allocation processes.
• Ensure all whole school events are prepared and run smoothly.
• Oversee the Out of Home Care requirements and ensure students are appropriately catered.
• Continually review and enable the enhancement of the wellbeing referral process.
• Support the work of Mental Health in Primary Schools at Years P-6 and the Mental Health Practitioner at Years 7-12.
• The Assistant Principal will oversee the provision of professional learning for all staff to build their capacity and knowledge in relation to individual education plans, intervention strategies and further supports that can be used,
• The Assistant Principal will work as a member of the Principal Class Team to:
• Support the work of the College Council.
• Implement the Performance and Development process, participate in staff selection and provide support for staff.
• Contribute to the smooth daily operation of the college.
• Monitor staff punctuality to school, yard duty and class.
• Provide support to staff and supervise students by being a visible presence in the buildings and grounds during the day.
• Oversee a high standard of student personal presentation and correct uniform.

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 (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 at Recruitment in Schools .

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

Advice to Applicants Written Applications

Applicants are free to structure applications in any manner they choose. They are advised:

• A specific response should be included to address each selection criteria. The responses to the selection criteria should not exceed 8 pages in total.
• A separate cover letter and curriculum vitae should be no longer that 4 pages. It should include the names, email addresses and contact details of three referees.
• Please note: The selection panel may contact referees other than those listed.