Primary Student Wellbeing and Engagement

Narre Warren South P-12 College aims to establish a learning environment where young people achieve their personal best in the pursuit of their education and to provide a broad range of educational experiences that support intellectual and social development.

Narre Warren South P-12 opened in 2002 and is located in Narre Warren South within the rapidly growing south east growth corridor of Melbourne. In 2002, the college commenced with 819 students from Prep to Year 7 and 48 staff. In 2018 we have approximately 2200 students from Prep to Year 12 with 200 staff.

The college is a unique school on one campus with two sub schools - Primary - Prep to Year 6 and Secondary - Year 7 to 12

2018’s leadership structure consists of:

1 x College Principal

1 x Primary Assistant Principal

Head of Primary

5 Leading Teachers

2 x Secondary Assistant Principals

Secondary Curriculum and Teaching and Learning

Secondary Engagement/ Whole College Wellbeing

6 x Leading Teachers

9 x Learning Specialists

1 x Whole of College Assistant Principal

Whole College Accountability

1 x Leading Teacher – ICT & Timetable

In 2018 the college SFO is at 0.65 and has changed only slightly as enrolments have stabilized. Cultural diversity is a feature of the College community with at least 64 ethnic groups being represented speaking 66 languages. A third of the College’s student population come from families where the language background is other than English.

In 2017 the Secondary school implemented a sub-school model, an extension of our highly successful Year Level Teams. Sub-schools will be organized around Junior Secondary (Years 7 and 8); Middle Secondary (Years 9 and 10) and Senior Secondary (VCAL and VCE). Sub-school teams have full responsibility for all students at the relevant year levels. They have responsibility for student well-being, engagement and orderly learning environment.

The College has recently introduced an evidence based Teaching and Learning Model which ensures consistency of practice across all areas of the College. Lead by the Assistant Principal responsible for Curriculum and Teaching and Learning, Domain Leaders share responsibility for the effective implementation of the TLM at Secondary level through our Professional Learning Teams.

In conjunction with Sub-School Teams, well-being support is provided across the college with two Student Well-being Counsellors, Social Worker, Psychologist, Speech Therapist and Chaplain in our new College Wellbeing Centre.  The College was recently successful in its application for the Doctors in Schools Program.   The college receives additional assistance from Regional SSSO staff.

(1) Educational leadership

(a) Outstanding capacity for visionary and exemplary educational leadership of a school or college.

(b) Highly developed skills in leading and managing change including the leadership of others in the process of change.

(2) Financial, managerial and administrative ability

(a) Outstanding financial, organisational and resource management skills.

(3) Planning, policy and program development and review

(a) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality

student outcomes.

(b) Demonstrated ability to implement Department policies to a high level.

(c) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

(4) Leadership of staff and students

(a) A highly developed capacity to motivate staff, develop their talents and build an effective team.

(b) 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.

(5) Interpersonal and communication skills

(a) Highly developed interpersonal and communication skills in individual, small group and community contexts.

(b) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(c) An ability to work with parents and the community to develop a strong learning environment.

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.

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;

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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.

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

Please contact Ursula Guerin on 9704 3383 to arrange a school tour.

• 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.