Campus Principal - Dinner Plain Campus

Department of Education Victoria; Dinner Plain; On-site; AUD 90,000 - 120,000; Full time

Job summary

Department of Education Victoria is seeking an Assistant Principal for the School for Student Leadership to lead across campus programs and ensure high-quality educational provision. The role involves coordinating leadership, budgets, and teaching programs to support residential education for Year 9 students.

The successful candidate will drive strategic planning, community engagement and staff development, while upholding department policies and child-safe standards in a dynamic, 24/7

Qualifications

• Educational leadership experience in a school setting.
• Ability to lead and manage a campus' vision and culture.
• Strong financial, managerial and administrative skills.
• Proven planning, policy and program development experience.
• Excellent interpersonal and communication skills.
• Capacity to motivate staff and build a multi-campus team.
• Ability to work with parents and the community.
• Experience using learning technologies to improve teaching.

Responsibilities

• Supervise and coordinate the work of senior curriculum or level coordinators.
• Allocate budgets, positions of responsibility and other resources within the area of responsibility.
• Supervise the delivery of teaching programs.
• Manage programs to improve the knowledge and experience of staff.
• Take responsibility for general discipline and related matters.
• Contribute to the overall management of the school.

Skills

Educational leadership

Leadership of staff

Financial management

Policy planning

Interpersonal skills

Team motivation

Parent/community liaison

Learning technologies

Education

VIT registration

Job description

Department of Education Victoria – Dinner Plain VIC

9d ago , from Department of Education & Training Victoria

The School for Student Leadership (SSL) is a unique Victorian Government specialist school providing an immersive residential education experience for Year 9 students from across Victoria.

For more than 24 years, the School for Student Leadership has provided young people with opportunities to step outside their usual school environment, challenge themselves, develop their independence and discover their capacity to lead. More than 10,000 students have participated in the program.

The School operates across four regional Victorian campuses:

• Gnurad-Gundidj Campus ¿ Noorat-Glenormiston

At each campus, approximately 45 Year 9 students live, learn and work together as a community for an extended residential experience. Students participate in a highly supported program that combines experiential learning, leadership education, project and inquiry-based learning, outdoor education and community engagement.

A different kind of school

The School for Student Leadership is not a conventional school setting. Students are encouraged to take responsibility for themselves, their learning and their relationships with others. Our approach is grounded in the belief that young people learn best when they are actively involved, trusted with genuine responsibility and given opportunities to apply their learning in real situations.

Self-Belief | Connectedness | Relationships

These themes underpin the way we teach, care for and work with students and are embedded throughout the residential experience.

Community Learning Project

Students develop and implement an authentic project that makes a positive contribution to their home community. Students take ownership of the project and are required to turn their ideas into action. We believe that leadership is something students do, rather than simply a position or title they hold.

Experiential and Outdoor Education

Outdoor, environmental and adventure education is an integral part of the School's curriculum. Students are challenged to develop resilience, teamwork, independence, problem-solving skills and confidence through experiences in the natural environment.

Depending on the campus and program, activities can include:

• Hiking and expeditions
• Canoeing and water-based activities
• Surfing
Environmental and outdoor learning
• Community-based projects and activities

These experiences are carefully designed to support the broader educational program and provide students with opportunities to apply their learning in authentic and challenging situations.

The Residential Experience

The residential nature of the program is central to the educational experience. Students and staff live and work together as a community, creating strong relationships and providing opportunities for learning that extend well beyond the traditional classroom.

Staff play an important role in supporting students' learning, wellbeing and personal development throughout the residential program. This requires a flexible, enthusiastic, collaborative and team-oriented approach, with staff contributing across teaching, student support, supervision, outdoor education and community living.

The role involves a range of evening, overnight, early morning, weekend and public holiday duties, reflecting the unique 24/7 nature of the School.

Working at the School for Student Leadership

Working at the School for Student Leadership offers staff the opportunity to be part of a close-knit professional team where collaboration, reflection, innovation and continuous improvement are highly valued.

If you are passionate about working with adolescents, believe in the potential of every young person and are excited by the opportunity to deliver education differently, the School for Student Leadership offers a genuinely unique professional experience.

Come and be part of a school where learning extends beyond the classroom, leadership is put into action, and students are given the opportunity to discover what they are capable of.

Selection Criteria

• Educational leadership
• Outstanding capacity for exemplary educational leadership of the Snowy RiverCampus of the School for Student Leadership.
• Highly developed skills in leading and managing the organisational alignment of the campus including embedding a shared school educational vision and culture.
• Financial, managerial and administrative ability
• Outstanding financial, organisational and resource management skills.
• 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.
• Excellent ability to lead the use of learning technologies to improve teaching and learning.
• Leadership of staff and students
• A highly developed capacity to motivate staff, develop their talents and build an effective team in a multi-campus setting.
• A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to maximise their special abilities and talents.
• 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, child-safe and inclusive learning environment.

Role

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.

Responsibilities

Typicaly, 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 (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*******@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

No job description available

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

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.