Assistant Principal-Range 2

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Detail information about job Assistant Principal-Range 2. Terms and conditions vacancy

Assistant Principal-Range 2 Location Profile Melbourne Girls' College (MGC) was established in 1994 on the banks of the Yarra River in Richmond, Victoria and is a leader in innovative girls' education. It provides enrolment opportunities for local, wider-Melbourne and international students to study inquiry and trans-disciplinary units in Years 7-9 followed by a large number of Year 10, VCE and VET subjects in the senior years. The College is constantly evolving programs and learning schedules to ensure students are future-ready with an emphasis on persistence, team work, respect for diversity and personal best. Our 1400 students are taught and nurtured by excellent staff, parents, peers and mentors.The achievements of MGC are certainly in academic results but a broader definition of success ensures social, emotional, sporting and artistic success are central to being a student of the College. The English, Humanities, Languages, STEAM, International and Wellbeing Programs are designed to build in each girl the skills to collaborate and inquire at ever more sophisticated levels. In recent years MGC has developed a range of new facilities including The Gillard Centre which houses a flexible learning, hospitality and meeting space and provides river access for our exemplary rowing program. The College currently has plans for a STEAM and new 400 seat Performing Arts Centre to serve both the school and the wider Richmond community.The students of Melbourne Girls’ College are global citizens conscious of the unique lessons attending a school educating young people from diverse backgrounds and over sixty nationalities can bring. Our community, in collaboration with key tertiary and local partners, is an inquiring, outward-looking school of excellence. Selection Criteria (1) Educational leadership (i) Outstanding capacity for visionary and exemplary educational leadership of a school or college. (ii) Highly developed skills in leading and managing change including the leadership of others in the process of change. (2) Financial, managerial and administrative ability (i) Outstanding financial, organisational and resource management skills. (3) Planning, policy and program development and review (i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes. (ii) Demonstrated ability to implement Department policies to a high level. (iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning. (4) Leadership of staff and students (i) A highly developed capacity to motivate staff, develop their talents and build an effective team. (ii) 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 (i) Highly developed interpersonal and communication skills in individual, small group and community contexts. (ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity. (iii) An ability to work with parents and the community to develop a strong learning environment. Role Specific College Information for the Assistant Principal Role Successful leadership can play a highly significant role in improving student learning. Specifically, the available evidence about the size and nature of the effects of successful leadership on student learning justifies the claim that leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school. (Leithwood et al. 2004, p. 5). Each Leader at Melbourne Girls’ College is responsible for driving success based on learning research. (See Zbar, 2008, 2011, 2013. Harris, 2010. Leithwood and Seashore Louis, 2012. Hattie, 2010. Hopkins, 2008: Craig, 2010. Dweck, 2011, Fredrickson, 2009). The Melbourne Girls’ College Leadership profile is based on: 1. Emerging 2. Evolving 3. Embedding 4. Excelling Ability to lead Teams of Teachers: Leading teams related to their portfolio strategically and with purpose Leading a Professional Learning Team and coaching a Performance Development Plan Team with responsibility for approving the process. The coaching of colleagues using the GROWTH coaching model, pedagogical models, Visible Thinking, evidence and goals. The coaching will be at an individual level over the various positions related to how to best improve practice in the classroom. * Leading the debate on school improvement initiatives 2. Ability to build personal and team capacity Attending Leadership Meetings to build a shared understanding of the strategic direction for learning, teaching, engagement, wellbeing and student outcomes. The “living” of the values, vision, purpose and direction of the College with high expectations for leadership and excellence Action research to solve issues raised by learning or opinion data in their area of responsibility. 3. Ability to drive school priorities The Strategic and Annual Implementation Plans as ‘living’ documents for school improvement linked to each Leader’s individual Performance and Development Plan as a tool for contributions to these documents. Regular attendance at Leadership Team meetings where improvement of SP outcomes will be at the centre of the work Attend all Open and Information Nights 4. Ability to lead improvement Using The CPL, HITS and Learning Model for example for reflection, collegiate visits, professional reflection and discussion. Using data and evidence to drive each improvement initiative, evaluating initiatives during their course – this reinforces the action research model. Building a Visible Wellbeing and Growth mindset approach to learning in every classroom every day. 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 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 DET Values 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 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 25 July 2018 or 27 July 2018 To book please contact Jordyn Taylor General Office on 9428 8955 Please note: The College request that each applicant consider including the following: A specific response to the selection criteria; A copy of the academic transcript of qualifications; A copy of valid VIT registration; A summary of experience; Include a one page statement of what you will bring to the College. Three referees who are able to make relevant comments regarding the applicant in relation to the key selection criteria. Please provide telephone numbers (both home, mobile and work if applicable) and email addresses of your referees. Program Benefits