Doveton College is a unique, diverse and vibrant learning community. It is unlike any other educational setting in Australia. Located in the South Eastern suburbs of Melbourne, Doveton College resides in one of the most disadvantaged metropolitan regions of Australia. It is the first of ten settings to be developed in association with the Colman Foundation and DET.
In 2009, the Colman Foundation approached the Victorian Government with a desire to become directly involved in the education of young people who come from a background of disadvantage, including high migrant and refugee groups. The Colman Foundation provided a financial contribution and continues to provide an annual financial contribution to allow for additional services to be provided which are over and above the normal funding regime for the College. The Foundation has a goal of changing the life opportunities of young people by supporting families and communities access education, health and wrap around services with the school at the centre of the services.
Doveton College is complex in its operation; it seeks to support, foster and develop opportunities for all members of the Doveton Community including children, young people, and adults. The focus is on providing high quality teaching and learning programs across the 0 – 15 range with additional learning opportunities for parents and the wider community members. It provides a wide range of wrap-around educational and allied health support for Baby College, Maternal and Child Health services, and Adult Learning opportunities. Early Learning has been accredited as a ACEQA Centre of Excellence operating a long day setting, with a focus on learning through play in a structured, appealing indoor, outdoor learning environment.
On any week, the College is a vibrant learning hub with 130 children in early learning, 620 students in Foundation to Year 9, 150 involved in play groups, 70 regular volunteers and 150 participants in adult education courses. Each week students from Foundation to Year 9 participate in the Doveton Engagement and Enrichment Program (DEEP) which operates as an extension to the school day and includes sports, performance, technology and artistic programs.
The community expectation is that the College will provide a safe and secure environment where the individual student can learn and develop to their full potential. In the school setting, high quality teaching and learning is non- negotiable. All staff are expected to commit to driving this agenda by their professionalism and dedication to the Doveton College vision. The Doveton College vision is clear and is based on the belief that every child will succeed. There is a commitment to:
Financial, managerial and administrative ability
Planning, policy and program development and review
Leadership of staff and students
Interpersonal and communication skills
Demonstrated capacity to effectively lead and manage a unique college setting including:
The key responsibilities of the successful applicant include, but may not be limited to:
The successful applicant will work as part of a leadership team consisting of the College Principal, 2 Assistant Principals, the Early Learning Director, Wellbeing coordinator and the Business Manager. Specific duties will be negotiated as a team and will vary over time. All Assistant Principals have responsibility for the effective development and implementation of the College strategic plan. Each will have a specific sector responsibility as well as significant College wide responsibility. In this role the successful applicant will have key responsibility for Years F – 4 and for school wide professional practice. However, it is expected that the successful applicant is able to operate across the whole school sector as required. Each team member will have a commitment to professional growth and the leadership of others in developing leadership capacity. All members of the leadership team may be required to teach.
Typically, assistant principals perform one or more of the following functions:
Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
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Conditions of Employment
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.