Please access the school website for details: www.lilydalehs.vic.edu.au

SC1 Educational leadersip
(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.

SC2 Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.

SC3 Planning, policy and program development and review
(i) Exemplary values apprpriate 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.

SC4 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.

SC5 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.

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.

The Assistant Principal in charge of Junior School is responsible for all matters directly affecting the Junior School students' educational progress, welfare and discipline. They are expected to work successfully with the Leading Teacher, Year 7 and Year 8 Level Heads, home group and class teachers.

The Assistant Principal in charge of Junior School will be responsible for:
a) Supervision and coordination of the work of the Year Level Heads and Coordinators and Transition Coordinators.
b) Allocation of the budget, positions of responsibility and other resources within Junior School.
c) Supervision of the delivery of teaching programs in Junior School.
d) Management of programs to improve the knowledge and exprience of teaching staff in Junior School.
e) Responsibility for general welfare and discipline matters beyond the management of classroom teachers and year level coordinators.
f) Contribution to the overall management of Lilydale High School.
g) The selection/assigning of staff to positions of responsibility in Junior School.
h) Development and management of the school Code of Conduct and its implementation in the Sub 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

Applicants are required to address the selection criteria and provide three referees.

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

Highvale Secondary College is a year 7 to 10 College located in Glen Waverley with an enrolment of 1002 students.

Highvale Secondary College has a culture which aims to empower students to be active, motivated and independent learners working co-operatively and individually in order to prepare them for a digital and changing society.

The College has five values that underpin policies, programs and codes of practices: Respect, Responsibility, Resilience, Excellence and Integrity.

Our educational philosophy is that students are individuals with differing learning needs. This philosophy is reflected by the student centred vertical curriculum structure, where individual student placement into classes is based on previous experience, ability, interest rather than chronological age. We actively promote academic excellence with an emphasis on acceleration, enrichment, student leadership and promotion of positive self esteem.

Music is an important feature of the College and we maintain vibrant junior and senior bands. The College provides opportunities such as music ensembles, major music, dance and drama productions. Instrumental Music is offered to students in all year levels up to and including year 12. However, younger students, from the local primary school, are often included in ensembles.

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.

[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.

- Undertake clerical and keyboard duties in support of the school administration function.
- Provide document preparation support.
- Maintain, enter and retrieve data from the schools computer system.
- Perform reception duties, including the screening of visitors to the school, and arrange interviews as required.
- Prepare straightforward correspondence according to school procedures (e.g. sending out form letters).
- Prepare inventories, requisitions and uncomplicated documents.
- Maintain and update basic written records.
- Obtain basic data or factual information from given sources, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Check for simple inaccuracies in forms and correspondence such as spelling, punctuation and spacing.
- Make less complex routine entries in records, e.g. stock movement; file movement, accounts, leave.
- Make appointments and maintain diary records.
- Select and use equipment in accordance with school procedures and manufacturer's instructions.
- Receive enrolment documentation and record data.

- CASES 21 Administration

Maintenance of student records on CASES21 including student enrolments

Reception

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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

Highvale Secondary College is a medium sized, single campus, coeducational Year 7-12 College. It has a population of approximately 1000 students, drawn from a wide geographic area. The College serves the areas of Glen Waverley, Nunawading and Knox with a specific bus service providing ready access for students. Highvale’s spacious, well maintained grounds are set in a peaceful residential neighbourhood. The modern single storey buildings are well designed and are easily accessible. The school is currently undertaking planning for its $10 million classroom redevelopment.

The College is a registered provider of the International Student programs with around 50 international students coming from a number of countries. This diversity adds cultural richness and a global perspective to the students learning and the learning environment.

The teaching staff, working with school support officers, provides high quality education in a safe, supportive environment. Our educational philosophy is that students are individuals with differing learning needs. This philosophy is reflected by the student centred vertical curriculum structure, where individual student placement into classes is based on previous experience, ability, interest rather than chronological age. We actively promote academic excellence with an emphasis on acceleration, enrichment, student leadership and promotion of positive self esteem.

Highvale is a high performing school with very strong VCE scores and excellent retention and attendance rates compared to State benchmarks.

• 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

Epsom Primary School was established in 1881 and is situated in Howard Street in Epsom, approximately eight kilometres north of the Bendigo CBD. In 2018 we are completing a whole school rebuild. The school is in an area of significant residential growth and is situated between a large primary school at White Hills and a smaller primary school at Huntly. Epsom Primary School is part of a thriving community where there is a genuine commitment to your child's learning and wellbeing. Our school provides a supportive environment with dedicated teachers and support staff. We are proud of our team and the experiences and opportunities they offer to our students. We have a current enrolment of approximately 270 students.

At Epsom Primary School we believe that all our students should learn in an environment that: Offers an extensive engaging learning program for all students, ensures that all students become literate and numerate to enable them to fully participate in the workforce and society, provides the opportunity for students to develop and extend their cultural, artistic and sporting achievements, develops responsible, caring community members and prepares students to be technologically literate global citizens

Our School purpose is: "To provide quality education that establishes the foundation for successful life-long learning."

Our school values are: Strive for excellence,Take pride, Act Responsibly, Respect Community (STAR)

These values are referred to everyday at Epsom Primary School, from the classroom to outside in the school yard and for our relationships with all families and community members. They form the basis of our School Wide Positive Behaviour Program. We believe a close partnership with our parents helps ensure that each child reaches their full potential. Parents and the wider community make an invaluable contribution to our children's learning and we welcome that involvement and participation in the life of the school and the educational programs offered.

SC1- Demonstrated capacity to lead a high quality Out of School Hours Care (OSHC) program, adhering to policies, implementing procedures and guidelines and coordinating/supervising other staff members.

SC2- A demonstrated knowledge of and understanding of OSHC, including a knowledge of the Education and CareServices national law and national Regulations and the National quality standard (NQS) and to develop a Quality Improvement Plan according to ACECQA guidelines.

SC3- A demonstrated ability to plan and coordinate a stimulating and engaging OSHC (Outside School Hours Care) learning program taking into account the interests developmental needs and stages of children aged 5-12 years including those children with special needs.

SC4- Demonstrated administrative organisational skills and the capacity to learn technical knowledge relevant to the position.

SC5- Excellent communication and interpersonal skills. Demonstrate commitment to the development of strong links with the school, parents and the local community.

The OSHC program staff attend monday to Friday 3pm to 6pm. Attendance may be required outside of these hours on student free days, early school finish days at the end of term, team meeting and for some preparation and planning.

The co-ordinator's role in an OSHC service is to lead and oversee the day-to-day program development, implementatoin and evaluation of the service.

This involves: Leading the team in planning, implementing a high quality education program based on the Victorian Early Years Learning and Development Framework (VEYLDF) and My Time, Our Place, the Framework for School Age Care in Australia, and to meet the requirements of the NQS.

This includes leading the team of educators document and reflect on the progress of indvidual children and to plan diverse educational programs considering the developmental needs, interests and abilities of all of the chilren attending the program.

-Leading the promotion of the health and safety of all staff and children. this includes effective hearlth and hygiene practices, medical management plans, risk management plans, policies and procedues, provision of nutritious food and fresh drinking water, wellbeing and physicl exercise.

- Oversee the delivery of a safe and stimulating environment where all staff and children are proctected from hazards or harm but still allow children to engage in safe risk-taing. this includes maintaining the correct staff:child ratio at all times.

- Lead the team to build positive relationships with all stakeholders. This includes children and families. in addition, working with the governing body to deliver a high-quality service for children and families.

-Contribute to the efective management of the service in line with the NQS. this includes the induction of new staff, lead and contribute to the improvement of the service, complete data collection, medical records, attend professional development and develop, implement and review policies.

- Oversee equipment and materials and purchase supplies as required.

- To report to Principal on the progress of the program.

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