Assistant Principal-Range 1

Selection Criteria

• Outstanding capacity for visionary and exemplary educational leadership of a school.
• Exemplary capacity to lead whole school curriculum development, implementation and review
• Demonstrated understanding of the implementation and development of explicit teaching and playful inquiry pedagogy.

• Outstanding financial, organisational, personnel and resource management skills
• Demonstrated strategic approach to time and task management and problem solving 

• Demonstrated ability to lead the development and documentation of teaching and learning to achieve high quality student outcomes. 
• Demonstrated ability to implement Department values, policies and priorities in diverse learning communities 

• A highly developed capacity to motivate staff, develop their talents and build effective teams
• A clear capacity to foster an inclusive and empathetic learning community that takes into account the diverse needs of students

• Highly developed interpersonal and communication skills in individual, small group and community contexts.
• Demonstrated ability to work strategically and intentionally with parents, school staff and allied professionals to develop and maintain a strong learning and wellbeing focussed community.

• Demonstrated intentional commitment to the BNWPS school values (Creativity, Connection, Authenticity and Respect) 

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

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 (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 marrung@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

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.

Location Profile

Brunswick North West Primary School is a caring and welcoming school of 362 students, where parents, children, staff and the broader community work together to create a positive learning environment in which confident and happy children develop a love of learning and sense of their value as individuals and members of our community.

The school is located in a quiet side street in the inner-city suburb of Brunswick West. Housed in a solid red brick building surrounded by tree covered grounds, the school was built in the late 1920s and was upgraded with the building of a dedicated Library and Science teaching and learning space. The outdoor spaces are extensive and include a large playground, a productive garden and a native wetlands area.

Guided Playful Inquiry is a fundamental approach at BNWPS. Students are encouraged to explore the unknown, to find joy in their school experience and to lead their own learning. We implement an explicit English teaching and learning program that includes the sequential teaching of phonics and phonemic awareness. Our Maths program involves explicit teaching of key concepts and facts, as well as exploring numeracy concepts to identify and solve problems.  Our specialist programs are a huge component of our school life; Visual and performing Arts, Indonesian, Physical Education and Environmental Science.
Brunswick North West Primary School recognises the Wurundjeri Woi Wurrung People of the Kulin Nation as the traditional custodians of our land. Reconciliation and indigenous culture are incorporated into the classroom program and whole school activities.

Our student population is diverse. We have a significant cohort of neurodivergent students, and we work hard to provide a neuroaffirming learning environment that supports their needs. Approximately 25% of our students have a language background other than English, with a large proportion coming from Indonesia. The school caters for differing student needs with intervention and extension programs across the school. The school community is committed to improving the achievement of all students at every year level offering a challenging academic program. School programs promote effort and achievement, self-esteem, individuality and creativity.

Brunswick North West Primary School is committed to providing quality, student centred education that will enable students to thrive in their learning, being and living