[Enter Free Text Description here]

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6 An understanding of current educational approaches to teaching and learning which utilise open flexible learning areas and a demonstrated capacity to assist other staff in leading the school community in realising the potential of these spaces. An understanding and commitment to the philosophy and practice of Community Education

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.


Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.


Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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

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

Springside West Secondary College is a new school being established in the growth corridor of the north western suburbs in the new suburb Fraser Rise. It is anticipated that the school will grow to an enrolment of over a thousand students in the coming years.

The school opened at the beginning of the 2018 school year with an enrolment of 171 students- 35 in Year 10 and 136 in Year 7. In 2019 the enrolment profile of the entire school grew to over 400 students, with cohorts at Years 7, 8, 10 and 11. Stage 1 of the building program was completed at the start of 2018. Stages 2 and 3 will be built during 2018/19 completing the entire school.

The design concept of Springside West Secondary College is contemporary, reflecting education research in exemplary learning settings.

Students are housed in Learning Neighbourhoods, with their core teachers. There will be full access to 21st Century learning tools through internet connectivity and this will be a feature of the documented Victorian Curriculum delivered to the students from opening day. Stage 1 includes one Learning Neighbourhood and the Arts & STEM building, with an enrolment capacity of up to 500 students. Stage 2 includes two remaining Learning Communities, Performing Arts and Music centre and a Gymnasium. The total capacity of the permanent buildings is 1200 students, with an estimated peak enrolment of 1500 students in coming years.

The school is designed and built around the Learning Neighbourhood concept, which maximises opportunities for students to connect to their peers, teachers and the school itself. Teachers will know the learning needs of each student and be able to shape their teaching practice to meet these needs.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.

SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

SC6 Demonstrated capacity in working as a team member to adapt to meet the demands of a growing and evolving school community.

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;

- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;

- Leading and managing staff performance and development (review of staff);

- Teaching demonstration lessons;

- Leading and managing the development of the school's assessment and reporting policies and practices;

- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;

- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;

- Responsibility for general discipline matters beyond the management of classroom teachers;

- Contributing to the overall leadership and management of the school;

- Contributing to the development of proposals for school council consideration;

- Developing and managing the school code of conduct.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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

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

The position of Leading Teacher: Middle Years Head of School and Pathways will involve the coordination of the Year 9 and 10 cohorts of students. The successful applicant will be able to build a success culture in the middle years program of the school, and adapt to a rapidly evolving and changing school culture. Superior communication skills will be essential, as the successful applicant will organise and address large forums of students and parents. The Leading Teacher: Middle Years Head of School and Pathways will work closely with the student well-being team of the school to manage student well-being and behavioural issues. They will have important input into the school well-being and pathways program (All You Can Be). This role involves the oversight and implementation of the schools attendance and satisfactory progress policies. In addition, the Leading Teacher: Middle Years Head of School and Pathways will assist with the organisation of the school pathways program and the selection and counselling process of Year 10 students as they move into Year 11.

Contact John Goodman at goodman.john.j@edumail.vic.gov.au or by phone on 8357 7103.

Applications are due by Sunday the 2nd of June 2019. There will be a tour of the school and information session for applicants on Tuesday the 14^th of May from 5.00pm to 6.30pm. Please report to the office and enter off Enterprise Circuit.

• 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

Springside West Secondary College is a new school being established in the growth corridor of the north western suburbs in the new suburb Fraser Rise. It is anticipated that the school will grow to an enrolment of over a thousand students in the coming years.

The school opened at the beginning of the 2018 school year with an enrolment of 171 students- 35 in Year 10 and 136 in Year 7. In 2019 the enrolment profile of the entire school grew to over 400 students, with cohorts at Years 7, 8, 10 and 11. Stage 1 of the building program was completed at the start of 2018. Stages 2 and 3 will be built during 2018/19 completing the entire school.

The design concept of Springside West Secondary College is contemporary, reflecting education research in exemplary learning settings.

Students are housed in Learning Neighbourhoods, with their core teachers. There will be full access to 21st Century learning tools through internet connectivity and this will be a feature of the documented Victorian Curriculum delivered to the students from opening day. Stage 1 includes one Learning Neighbourhood and the Arts & STEM building, with an enrolment capacity of up to 500 students. Stage 2 includes two remaining Learning Communities, Performing Arts and Music centre and a Gymnasium. The total capacity of the permanent buildings is 1200 students, with an estimated peak enrolment of 1500 students in coming years.

The school is designed and built around the Learning Neighbourhood concept, which maximises opportunities for students to connect to their peers, teachers and the school itself. Teachers will know the learning needs of each student and be able to shape their teaching practice to meet these needs.

SC1 Demonstrated experience and skills in coordinating a specific education support function.

SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3 Demonstrated high level oral and written communication skills.

SC4 Possess the technical knowledge and expertise relevant to the position.

SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.

SC6 Demonstrated commitment to professional learning and growth for both self and others.

SC7 Demonstrated capacity in working as a team member to adapt to meet the demands of a growing and evolving school community.

[Attendance requirement for this position]

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

- Manage the use and maintenance of equipment within a work area.
- Ensure security is maintained within a work area.
- Manage procedures relating to the hiring of school equipment in accordance with school policy.
- Manage procedures relating to the maintenance of specialist collections, e.g. library resource material and collections.
- Evaluate and select equipment and materials and make recommendations to senior management.
- Develop procedures relating to the use and maintenance of equipment and materials in the library.
- Coordinate the purchase of equipment and materials necessary for the library.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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

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

The school librarian will be employed to oversee the stocking of the library and will develop programs to instil a love of reading and learning. They will loan books to students, and will work alone in the first year but will have an assistant appointed over time. The librarian will liaise with the IT Coordinator to develop online resources for students to access. An important aspect of this role will be working with the teachers of the school to ensure that the resources of the library support the curriculum programs being taught and implemented. Springside West Secondary College is a growing and changing school, so resilience and adaptability are essential qualities in meeting the inevitable changes that come with a growing student population and staff.

Contact John Goodman at goodman.john.j@edumail.vic.gov.au or by phone on 8357 7103.

Applications are due by Sunday the 19^th of May 2019. There will be a tour of the school and information session for applicants on Tuesday the 14^th of May from 5.00pm to 6.30pm. Please report to the office and enter off Enterprise Circuit.

• 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

Springside West Secondary College is a new school being established in the growth corridor of the north western suburbs in the new suburb Fraser Rise. It is anticipated that the school will grow to an enrolment of over a thousand students in the coming years.

The school opened at the beginning of the 2018 school year with an enrolment of 171 students- 35 in Year 10 and 136 in Year 7. In 2019 the enrolment profile of the entire school grew to over 400 students, with cohorts at Years 7, 8, 10 and 11. Stage 1 of the building program was completed at the start of 2018. Stages 2 and 3 will be built during 2018/19 completing the entire school.

The design concept of Springside West Secondary College is contemporary, reflecting education research in exemplary learning settings.

Students are housed in Learning Neighbourhoods, with their core teachers. There will be full access to 21st Century learning tools through internet connectivity and this will be a feature of the documented Victorian Curriculum delivered to the students from opening day. Stage 1 includes one Learning Neighbourhood and the Arts & STEM building, with an enrolment capacity of up to 500 students. Stage 2 includes two remaining Learning Communities, Performing Arts and Music centre and a Gymnasium. The total capacity of the permanent buildings is 1200 students, with an estimated peak enrolment of 1500 students in coming years.

The school is designed and built around the Learning Neighbourhood concept, which maximises opportunities for students to connect to their peers, teachers and the school itself. Teachers will know the learning needs of each student and be able to shape their teaching practice to meet these needs.

SC1 Demonstrated experience and skills in coordinating a specific education support function.

SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3 Demonstrated high level oral and written communication skills.

SC4 Possess the technical knowledge and expertise relevant to the position.

SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.

SC6 Demonstrated commitment to professional learning and growth for both self and others.

SC7 Demonstrated capacity in working as a team member to adapt to meet the demands of a growing and evolving school community.

[Attendance requirement for this position]

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

- Organise and manage a suitable Careers and Pathways program for all students across our college. This will include overseeing a Careers and Pathways course at each year level, as well as a Managed Individual Pathways (MIPs) program for every student in the school, ensuring all learning programs are fully documented on the school curriculum template and lodged electronically with appropriate resources and activities on the school intranet.

- Provide ongoing curriculum and pathways advice to all students, and co-ordinate course counselling programs and processes for students entering Year 10, graduating from Years 10 into 11 and 11 into 12, ensuring all students and parents have access to relevant and current information according to the needs and aspirations of each student;

- Participate in the organisation of course and pathways information evenings and the Annual Careers and Pathways Expo as required;

- Provide general and specific counselling for each student in Years 10 to 12 and assist and advise students in choosing appropriate courses to reach their career goals;

- Oversee all the DET requirements for Managed Individual Pathways (MIPS), Year 12 destinations, student exit procedures and tracking students post JMSS attendance.

- Effectively liaise where necessary with administrative bodies such as VCAA and VTAC and our partnership organisations.

- Other duties as requested by the Principal or Business Manager

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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

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

The Education Support staff member Careers, Pathways and Administrative Support will be an organised, motivated, highly competent individual with an outstanding capacity to work effectively with students. They will have a capacity to understand existing and emerging initiatives in the area of pathways planning and demonstrate the skills required to work effectively with teaching staff to develop effective goal setting processes for students. The Careers, Pathways and Administrative Support staff member will take direction effectively from Leading Teachers and the Principal class. They will look after all VASS entries, and will perform other tasks as are deemed necessary in a growing school. A capacity to adapt to a changing workload and work as an effective team member is essential in this role.

Contact John Goodman at goodman.john.j@edumail.vic.gov.au or by phone on 8357 7103.

Applications are due by Sunday the 19th of May 2019. There will be a tour of the school and information session for applicants on Tuesday the 14^th of May from 5.00pm to 6.30pm. Please report to the office and enter off Enterprise Circuit.

• 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

Springside West Secondary College is a new school being established in the growth corridor of the north western suburbs in the new suburb Fraser Rise. It is anticipated that the school will grow to an enrolment of over a thousand students in the coming years.

The school opened at the beginning of the 2018 school year with an enrolment of 171 students- 35 in Year 10 and 136 in Year 7. In 2019 the enrolment profile of the entire school grew to over 400 students, with cohorts at Years 7, 8, 10 and 11. Stage 1 of the building program was completed at the start of 2018. Stages 2 and 3 will be built during 2018/19 completing the entire school.

The design concept of Springside West Secondary College is contemporary, reflecting education research in exemplary learning settings.

Students are housed in Learning Neighbourhoods, with their core teachers. There will be full access to 21st Century learning tools through internet connectivity and this will be a feature of the documented Victorian Curriculum delivered to the students from opening day. Stage 1 includes one Learning Neighbourhood and the Arts & STEM building, with an enrolment capacity of up to 500 students. Stage 2 includes two remaining Learning Communities, Performing Arts and Music centre and a Gymnasium. The total capacity of the permanent buildings is 1200 students, with an estimated peak enrolment of 1500 students in coming years.

The school is designed and built around the Learning Neighbourhood concept, which maximises opportunities for students to connect to their peers, teachers and the school itself. Teachers will know the learning needs of each student and be able to shape their teaching practice to meet these needs.

Educational leadership

1. Outstanding capacity for visionary and exemplary educational leadership of a school or college.
2. Highly developed skills in leading and managing change including the leadership of others in the process of change

Financial, managerial and administrative ability

1. Outstanding financial, organisational and resource management skills.

Planning, policy and program development and review

1. Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
2. Demonstrated ability to implement Department policies to a high level.
3. An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

Leadership of staff and students

1. A highly developed capacity to motivate staff, develop their talents and build an effective team.
2. 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.

Interpersonal and communication skills

1. Highly developed interpersonal and communication skills in individual, small group and community contexts.
2. Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
3. An ability to work with parents and the community to develop a strong learning environment.

Community Criteria

1. Demonstrated capacity to use technical skills to meet the demands of a growing and evolving school community.

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

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

The Assistant Principal will work closely with the Principal and leadership team to successfully guide the establishment of school. A successful aspirant for the Assistant Principal position must possess outstanding skills and knowledge in the areas of planning, communication, maintaining a strategic direction, curriculum design, student well-being and the creation of a successful school culture. In the early years of the establishment of the school a high degree of flexibility will be necessary in meeting the needs of the rapidly expanding school. The nature of the work required to be undertaken will vary considerably, often at short notice. The successful applicant must be adaptable and open to new directions, and have a strong technical skill base.

The Assistant Principal will be located in the junior part of the school, working with the leading teachers with responsibility for Head of Junior School (year 7 and 8) and Head of the Middle School (year 9 and 10) with the Year 9 cohort only. Over time the position will become focussed only on Year 7 and 8. In addition to specific duties with a sub school, school wide duties will be assigned to Assistant Principals relating to buildings and grounds, curriculum, student well being, school council sub committees, student leadership, staff professional development and all other activities related to the successful operation of the school.

Contact John Goodman at goodman.john.j@edumail.vic.gov.au or by phone on 8357 7103.

Applications are due by Sunday the 2nd of June 2019. There will be a tour of the school and information session for applicants on Tuesday the 14^th of May from 5.00pm to 6.30pm.

Please report to the office and enter off Enterprise Circuit.

• 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