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Staff Dev & Wellbeing Coord

Job Posted 3/5/2025
State Government of Victoria, Australia
Not Specified, Melbourne
Category Education
Job Description
Applications close Monday 10 March 2025 at 11.59PM

Overview Work type: Full time Salary: Salary not specified Grade: Assistant Principal-Range 1 Occupation: Teacher Location: Traralgon Reference: Selection Criteria KSC 1 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.
KSC 2 FINANCIAL, MANAGERIAL AND ADMINISTRATIVE ABILITY
  • Outstanding financial, organisational and resource management skills.
KSC 3 PLANNING, POLICY AND PROGRAM DEVELOPMENT AND REVIEW
  • Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student 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.
KSC 4 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.
KSC 5 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 the community to develop a strong learning environment.
KSC 6: COMMUNITY CRITERIA
  • Demonstrate the visionary leadership capacity to support well-being and engagement at Tyers Primary School and to build effective relationships with all members of the 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 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.

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.

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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.

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.
  • 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.
Please ensure that your application includes:
  • A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
  • A section addressing the selection criteria and the requirements for application under the Who May Apply section
  • Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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.

Location Profile Tyers Primary School is nestled in the delightful township of Tyers, just a short drive from the CBD of Traralgon. The school is surrounded by beautiful rolling hills and paddocks, offering a calm, tranquil, rural setting.

The school has high expectations of students with a strong focus on personal learning growth. Our school prioritises academic focus alongside student wellbeing, since the one is most definitely intertwined with the other. Both priorities are guided by the most effective teaching methods which align with evidence-based practice.

Tyers Primary School values a strong partnership with our families and the local community providing many opportunities for parent involvement, such as regular working bees, parent teacher conversations, school council and Parents Association events.

Currently, our school team consists of the Principal and 6 experienced teachers who share the responsibilities of school management and curriculum delivery. This includes four caring classroom teachers and skilled part-time specialist teachers for Art, Music, Physical Education, and ICT. A Business Manager, three Education Support Staff and our before and after school care co-ordinator complete our staffing profile.

Staff are committed to building positive relationships with students and are dedicated to supporting those with learning differences, providing an inclusive environment for all. Our school uses the Berry Street Education Model and the Zones of Regulation which are proactive approaches to teaching emotional regulation. These approaches are being explicitly taught in all grade levels and are becoming embedded into all aspects of life at Tyers Primary School.

Our school uses an Explicit Direct Instruction approach to teaching. We explicitly plan and teach to the 5 core components of Literacy: Phonological Awareness, Phonics, Vocabulary, Fluency and Comprehension . click apply for full job details