Assistant Principal-Range 1

Job ID 1436652

Location

Kensington Community High Sch

Department Kensington Community High Sch

Role Type Assistant Principal

Full/Part Time Full-Time

Ongoing/Fixed Term Ongoing

Classification Assistant Principal-Range 1

Apply By 09/29/2024

Location Profile

About the School

Kensington Community School (KCHS) is a small secondary school with the capacity to enrol approximately 100 students, enrolled across 5 classes between years 7 and 12. KCHS is a special-purpose setting designed for the inclusion of young people who have experienced difficulty in their previous educational settings. The school specialises in providing significant learning and wellbeing supports for the needs of these students. Many of the young people who choose to enrol at our school have not experienced learning success, or a sense of connectedness, to mainstream schools for a range of reasons.

The school's ethos is centred on five key values: Community, Achievement, Respect, Effort and Safety (CARES). Working collaboratively, staff and students have developed specific expectations for each value that are the basis of teaching and learning, with participation in and around the wider community.

In our school we endeavour to build positive relationships between adults and our young people so that they might flourish and realise their potential. To facilitate these relationships, we run smaller class sizes and utilise a co-teaching to ensure our students' learning and wellbeing needs are fully supported.

At our school, pastoral teachers and education support staff assist young people to set personalised learning goals based upon their passions or interests. Staff strive to enable student voice, encouraging young people to exercise as much choice as possible in their learning. Pastoral teachers also ensure that the teaching and learning program as a whole meets the standards of the Victorian Curriculum F-10, and that it enables the reporting of student achievement against the achievement standards. At Year 11 & 12, the school offers the VCE Vocational Major (VM), or the Victoria Pathways Certificate (VPC), formerly known as VCAL for students. From year 10, students complete a VET course as part of their VM or VPC studies. We have partnered with AIE & AIET registered RTOs to deliver a range of Certificates in Visual Arts, Outdoor Education, Hospitality, Hair & Beauty, and Creative Industries. The certificates are taught on campus at KCHS.

The wellbeing of every student at KCHS is our highest priority. The KCHS wellbeing model is a multi-tiered system of support, which is a systematic improvement framework whereby continuous data-based problem-solving and decision making is practised at the school. It is a strengths-based approach, implementing early identification and intervention strategies, that utilises high-impact, evidence-based pedagogical and wellbeing practices. This ensures every student receives the appropriate level of support, instructional intervention, and adjustments to be successful. 

Through School-Wide Positive Behaviour System (SWPBS) the school creates positive relationships to provide opportunities for our students to develop connections with their communities, and an understanding of the world around them. We commit to providing accessible, authentic, and ongoing learning for all within our school community.

The school is currently beginning the implementation of the Berry Street Education Model (BSEM), a trauma-informed practice approach to student-centric learning and wellbeing. BSEM promotes wellbeing in the school and supports teachers to meet the individual needs of each student.

The school acknowledges that some students may need extra social, emotional, or educational support at school, and that the needs of students will change over time as they grow and learn. We commit to resourcing a highly skilled wellbeing team to support young people and their families to engage with education.

We are seeking exceptional educators and support staff to join our highly professional and dedicated team to transform learning and wellbeing. If you believe that an innovative approach is needed to engage students and improve outcomes, while better preparing them for a rapidly changing world, then I encourage you to apply to join our dynamic team.

To find out more about our school, we invite you to peruse our website (Kensington Community High School (https://www.kchs.vic.edu.au)

Selection Criteria

Selection Criteria

Applicants are requested to present a written response (no longer the one side of A4 for each criteria) to the key selection criteria below;

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 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 community to develop a strong learning environment

SC6. Community Engagement

Demonstrated commitment to; evidence-based practice, promoting inclusive education practices for all, and supporting and celebrating diversity across our whole school community.

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.

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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

Program Benefits

No job description available

VIT LANTITE

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.