Assistant Principal-Range 2 - Teaching and Learning
# Assistant Principal-Range 2 - Teaching and Learning **Victorian Government** · Melbourne Northern Suburbs VIC · `On-site` 🕒 **Статус:** *Опубликовано: сегодня* · *Источник: Indeed* --- ### About the Role Overview Work Type: Ongoing - Full-time Salary: Salary not specified Grade: Assistant Principal - Range 2 Occupation: Principal and assistant principal Location: Melbourne - Northern suburbs Reference: 1544688 Location Profile Lalor Secondary College is a co-education school for students in Years 7 to 12. The school has provided the communities of Lalor, Thomastown and Epping with educational opportunities that prepare our students for their chosen pathway, be it tertiary study, trade or workforce. Our mission is to provide opportunities in a caring and supportive learning environment so that our students improve their capacity to become socially responsible, caring and confident contributors to the 21st century. Due to the high demand in our local community, the school will continue to have a ceiling at Year 7 for 170 to 180 students. The schools student population ranges from 1000 to 1050 students The schools core values of Pride, Achievement, Caring, Cooperation and Honesty are embedded in our wellbeing and teaching practices, as well as our Student Code of Behaviour. High expectations and well developed policy and practices ensure a calm teaching environment that allows the focus of the classroom to be centred around the teaching and learning. The high expectations are driven by a student culture where students motivate and inspire each other to achieve excellence in the academic field, applied learning field or through the extra-curricular program. The extra-curricular program is supported by both student and staff led clubs. Some of these include the Science and Maths clubs, Macedonian Folk Dancing Club, Art Club, Anime Club, Walking Club, Mindfulness Club, Breakfast Club, Horticulture Club, Sports Program, House Program, Music Program, Year 12 Mentor Program and Chess Club. This also includes a unique partnership with ABCN that provides numerous leadership opportunities to our students that supports the student leadership structures of the College. The school has an established and dedicated Wellbeing Team that delivers a coordinated approach to the Student Wellbeing Programs that have been embedded into the school curriculum and culture. Some of these programs include `Yoga Thursdays', Peer Support, After School Homework Club, Animal Assisted Therapy and the Pre-Orientation Program. The College also offers distinctive educational programs such as the Years 7 to 10 differentiated Maths program, Years 7 to 9 Literacy Support Program, High Potential Learning Program, Years 7 to 12 language program offering Macedonian, Greek, Italian and French and an extensive elective program in Years 9 and 10. Our school community acknowledges the ability and the right of all students to learn and to experience success in the classroom. The College delivers a rigorous and comprehensive educational program built around the Victorian Curriculum in Years 7 to 10, where a challenging and diverse curriculum caters for a variety of learning styles. The varying talents of students at years 7 to 10 are recognised and celebrated and excellence and effort are rewarded throughout the College at regular intervals throughout the year. The program offered at Years 11 and 12 provides opportunities for students to excel in VCE, VCAL and VET, which is long established through results that are above state average. The school has a strong pathways program that ensures a high retention from Year 7 to Year 12 and assures all students in Years 9 to 12 receive counselling in choices of study and focuses on providing an individual pathway for every child. Our most recent building upgrades include a new Science Centre which promotes an open learning environment with the focus on independent and inquiry learning for our junior students, a new senior study centre for Year 12 students and a new administration area offering a formal environment for our administration services to function. Information about the school, its ethos, programs and the Strategic Plan and Annual Implementation Plan can be obtained at our website www.lalorsc.vic.edu.au Selection Criteria 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 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. 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 Role The Assistant Principal ¿ Teaching and Learning is a member of the Principal Class and provides strategic, instructional and organisational leadership to ensure that every student has access to high-quality teaching and learning and the opportunity to achieve their full potential. Working as a key member of the Principal Team, the Assistant Principal ¿ Teaching and Learning translates the school's vision, School Strategic Plan, Annual Implementation Plan and improvement priorities into coherent teaching and learning practices across the school. The Assistant Principal ¿ Teaching and Learning leads the school's instructional improvement agenda, building the capacity of teachers and leaders to deliver consistently high-quality teaching that results in improved learning, engagement and achievement for every student. The position combines strategic leadership, instructional leadership, change leadership, staff development, curriculum leadership, data-informed improvement and community engagement, ensuring that the school's resources, people and systems are aligned around one central purpose: improving the learning and future opportunities of every student. The position provides leadership in the development of a culture of high expectations, continuous improvement, evidence-informed practice, professional collaboration and collective responsibility for student learning. The Assistant Principal will lead initiatives that strengthen teacher practice, curriculum delivery, assessment, differentiation, student engagement, educational outcomes and the effective use of learning technologies. The role will require collaboration within the Executive and School Improvement Teams, as well as leading the Teaching and Learning and Curriculum and Pedagogy teams. The position also has responsibility for an allocated Sub-School and provides leadership in relation to student welfare, discipline, attendance, case management, parent communication, enrolments and student support. For a full position description, please contact Daniel Planksken 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 [email protected] 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 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 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. Applications close Wednesday 30 September 2026 at 11.59pm Posted 17 September 2026
Наблюдалась 2026-09-17, впервые 2026-09-17, источник — Indeed.