Assistant Principal – Sub-school Leader
The successful candidate will take on the broad role of sub-school leadership for a section of the school but will also take whole school responsibility for the implementation and development of a significant part of the schools’ operations. The Assistant Principal roles include staff development, student development and curriculum development. The successful candidate will take on these roles as both major and/or shared responsibilities.
Although not required, experience in, and successful implementation of, a program of student well-being and development, staff well-being and development and or curriculum development is desired. The successful candidate will join a Principal Class team that will consist of the Principal and two Assistant Principals.
At the sub-school level, the role will encompass staff PDP, parent liaison, support for classroom teachers, student management and general sub-school responsibilities. In each sub-school, there is a Learning Specialist who is responsible for the development of teaching and learning, working in partnership with the sub-school leader.Overview
Cranbourne Carlisle Primary School opened as a new school in 2010, located in Cranbourne North. Cranbourne Carlisle is a Public/Private Partnership School that lies in the south-eastern growth corridor, in the City of Casey. Currently, there are 519 students in 2019. Cranbourne Carlisle Primary School, like several other schools around the state, is part of a partnership agreement between the Victorian State Government and Axiom Education, a private consortium. Whilst Axiom and its partners are responsible for the construction and on-going maintenance of the school facility, in every other respect, Cranbourne Carlisle is a state government primary school. In essence, the Department of Education and Early Childhood Development (DEECD) lease the property from the private consortium over a 25-year lease period.
The curriculum at Cranbourne Carlisle is based on the Victorian Curriculum, incorporating the Australian Curriculum. Learning is seen as a continuum and it is focused on giving children the skills and abilities to be able to increasingly take control and agency over their own learning and to give them time to study, learn and think more deeply. Cranbourne Primary School is committed to developing and nurturing the whole child; a child with a positive self-image, who seeks excellence and respects the rights of others. Our intent is to make learning relevant and meaningful for all children. Our focus is on supporting children as capable individuals with a strong voice and agency over their learning.
The caring and multicultural school community works to enable all individuals to realise their personal and academic potential in a challenging learning environment which values inquiry, perseverance and reflection. Academic success is highly valued, along with a strong belief that the all-round development of each individual child is vital. We act with integrity and treat one another with respect, learning together as responsible global citizens. For 54 percent of the children, English is not the main language spoken at home. A significant number of children were born in New Zealand, India, Pakistan and Afghanistan with Dari, Krio, Samoan, Spanish, Polish, Arabic, Malayam, Tamil, Hindhi, Konkani, Punjabi, Sinhalese, Khmer and Oromo as some of the many languages spoken.
Cranbourne Carlisle Primary School’s commitment to children and parents is that:
- children learn in an environment where literacy and numeracy learning is a focus
- children have access to cutting-edge resources that support learning
- children learn in an environment where individual needs are recognised and catered for
- children receive additional support early if they are not making expected progress
- children are presented with challenging opportunities if they are exceeding their expected progress
- parents and carers receive regular updates on their child’s progress as part of school assessments
- parents and carers have the opportunity to be involved in the school’s programs
Together, we aim to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet help to create a better and more peaceful world.
Cranbourne Carlisle children strive to demonstrate the attributes of a lifelong learner: caring, balanced, reflective, inquirers, principled, thinkers, risk takers, communicators, knowledgeable and open minded.
Cranbourne Carlisle children will develop and value the following attitudes:
commitment, integrity, respect, curiosity, creativity, enthusiasm, confidence, appreciation, cooperation, tolerance, empathy and independence.
Cranbourne Carlisle children:
- have a strong sense of identity
- are connected with and contribute to their world
- have a strong sense of wellbeing
- are confident and involved learners
- are reflective communicators
Enabling all children to participate in high quality education is a responsibility shared by the school, parents and the children themselves. Working together, we can maximise learning and development potential.
Fountas and Pinnell’s reading of strategic action has been recently implemented across the school and the implementation of Literacy Interventions is led by EAL and Intervention teachers. The Intervention program is a comprehensive program including focuses on; oral language, comprehension, Levelled Literacy intervention and systematic phonics. Building a collaborative culture and effective Professional Learning Teams, focusing on collective collaboration and efficacy and effective use of data within an Inquiry cycle, is a significant piece of work across the school. There is also much work being done on building the concepts, practice and documentation for learning as a continuum. Another piece of work to extend and fully develop is to embed a consistent Instructional Model across all curriculum areas. For 2019, Student Voice has also been a high-priority and will continue in 2020. We have the exciting opportunity to work on a school and network level to further extend our priority on providing strong student voice across the school in both school operations and in their learning. The over-arching drivers in our curriculum are differentiating learning and increasingly building each child’s capacity to direct, influence and take responsibility for, their own learning.Student well-being
Cranbourne Carlisle has developed a School Climate Control document which outlines all aspects of wellbeing. Part of the Assistant Principal role is to work with the School Climate team to continually monitor and improve our approach to student well-being. Our partnership with the Resilience project and implementation of Respectful Relationships has resulted in a strong collective approach to student wellbeing. At Cranbourne Carlisle, teachers talk “with” the children not “to” them and there is a strong sense of personal responsibility from all students. Zones of Regulation is a consistent approach to assist students to develop a strong sense of personal responsibility and agency. Student leadership is also a significant driver in the school, and this developing further through the Life Skills program. The concept of children having some control over their learning is supported by a sense that they also have some influence over their learning environment.A school for the community
More than the location, the facilities and the resources in a school, it is the people that give a school life and define its character. In an environment in which teachers work in a supportive, respectful workplace, where students are engaged in meaningful and relevant learning tasks in safe and encouraging surroundings and where parents can constructively participate in an inclusive, welcoming school, real education can take place, not only for each child but on a broader community level. Cranbourne Carlisle Primary School is a school that includes and embraces its local community. We welcome the contributions that parents and the community make to the education of our children and the facilities and resources of the school are available to the community as a shared resource that benefits all.
The Cranbourne Carlisle community is highly diverse from both a cultural and socio-economic standpoint. Currently, approximately 54% of our students list English as their second language with families representing many language groups and countries of birth. This rich socio-cultural mix is a significant feature of the school and has been celebrated through the successful Cultural Connections days, over the last two years, bringing together the whole community through joy and understanding. The days included; Diwali day, Djeembana day, Dragon Dynasty festival, Afghan day, Polyfest day, and African pride day.
A school of four strong values to build a dynamic culture
At Cranbourne Carlisle, we have four strong values to build a dynamic culture to create an environment that encourages success in student learning and academic results as well as high standard student interactions and behaviour.
The four values are; Respect, Resilience, Collaboration and Curiosity.
These values link directly to our vision statement:
- To inspire a passion for learning through building curiosity and collaboration in a challenging and supportive learning environment that inspires excellence.
- To encourage resilience and a positive self-image, with a focus on respecting ourselves, others and our world.
Moving forward we will seek student voice in defining the values and how to promote them throughout the school community. Children receive report comments that identify how their actions meet up with our school values and our weekly Achievement Awards will focus on the school values.
High expectations for all is paramount to ensure all members of the school community reach their full potential.
Firstly, we have high expectations of the students. High expectations by teachers of their students are translated into high expectations of the school by parents. The Cranbourne Carlisle community should have high expectations of our school which reflect their high aspirations for their children. This will be a key ingredient in our success as a school. Building an aspirational community engenders a culture of high expectations and high achievement.
Secondly, we have high expectations by teachers of each other. We believe that, to all members of our staff, it means something significant to work at Cranbourne Carlisle PS. We strive to engender a community that respects and admires the commitment of the members of staff and this, in turn, builds an environment in which all members of staff feel appreciated and thus more willing to add discretionary effort. In a culture such as this, there is an expectation amongst staff that all will contribute in a significant way to the accomplishments of the school and all will share in the pride of the resulting success.
Thirdly, students have high expectations of each other. This essential element is crucial in maintaining an orderly learning environment and encouraging high levels of achievement. There is a high standard of behaviour that is not only expected of the students but that students have a right to expect of each other. There are standards of interaction that are respectful and courteous. There will be standards of commitment to their schooling and motivation to learn that will be constantly in evidence.
Cranbourne Carlisle is a school that provides support, encouragement and growth opportunities for staff and which is characterized by high student motivation to learn and high teacher motivation to teach and to continue to learn. This is a school in which the whole community can participate as a learning community and of which the whole community can be proud.Coaching
Coaching will also frame much of our approach to the professional development of staff throughout the school. Cranbourne Carlisle has begun on the journey of building a strong coaching culture. Many leaders are trained in coaching and we aim to have some leaders in the school trained as fully accredited coaches through Growth Coaching International. The coaching culture is a non-judgemental, respectful and positive approach to ensuring that every staff member has the support and opportunities to be the very best they can be. There is an expectation that the successful candidate will take on this coaching culture and the required professional learning will be provided as part of their development. Previous experience in coaching, although not necessary, would be an advantage.
Who are we looking for?
The successful candidate for this position will be expected to support the work of the Principal in maintaining a strong and positive culture in our school.
Teaching staff at Cranbourne Carlisle Primary School, regardless of classification or experience, are expected to possess four central and inter-related attributes:
- Participate in the leading of learning
- Preparedness to work within a culture of sharing and collaboration
- Capacity to assist in building a sense of community
- Strive for continual improvement in professional effectiveness
The successful candidate will lead, support and work within this environment.
All staff at Cranbourne Carlisle PS lead learning by embracing contemporary methods and ideas about teaching and learning. They have a deep understanding of the importance of the relationship that exists between pupil and teacher. These teachers also frequently engage the use of technologies in their teaching and embrace the role that ICT plays in engaging students and enriching learning. Teachers also understand the need for resource flexibility to support educational innovation.
All teachers must be prepared to share and collaborate. This includes a commitment to contribute to their team called a professional learning community (PLC) beginning with, but not limited to, the PLC team in which the teacher works. Teachers at Cranbourne Carlisle Primary School lead, share and reflect upon teaching and learning strategies and their own professional practice. They collaborate to implement innovative curriculum programs and share best practice. The alignment of curriculum, teaching and learning strategies, assessment and reporting underpins planning and preparation for all teachers.Beyond the school walls
Teachers who are leaders in learning also demonstrate educational and curriculum leadership through their ability to network within and beyond the school. Networks facilitate reflection, planning and learning and revitalize skills. Cranbourne Carlisle teachers contribute strongly to network learning.
At Cranbourne Carlisle Primary School, teachers build a sense of community through the establishment of a learning culture. They seek to strengthen the teaching community through their sharing and collaboration. They also strengthen the quality of distributed leadership throughout the school by their active involvement across a variety of operational areas. All teachers are active and instrumental in constructing relationships with all stakeholders in the school, local and wider communities.
Teacher capabilities impact directly upon the school’s level of performance. Teachers and leaders at Cranbourne Carlisle need to bring the capabilities listed below to our school community:
- Possess high levels of energy and enthusiasm
- Be an effective facilitator
- Value and respect difference and diversity
- Have an unwavering commitment to educational excellence
- Demonstrate and model resilience and optimism
- Have well developed listening skills
- Generate feedback and suggestions for improvement
- Be a visionary thinker – think creatively and ‘big picture’.
Staff at Cranbourne Carlisle Primary School know how students learn and build on the knowledge their students already have. They have a strong grasp of the content in the core teaching areas of literacy and numeracy. They use an array of teaching strategies matched to the learning styles of their students. They centre their teaching on the experiences and existing knowledge of the students, equipping them with the learning and skills they can use in everyday life.
Teachers at Cranbourne Carlisle Primary School expect that every student has the capacity to learn. They endeavour to ensure that every pupil is successful. To maximize opportunities for all students to succeed, teachers adapt their methods to the individual needs of the students, including high potential and under-achieving students.
Teachers at Cranbourne Carlisle Primary School establish rigorous systems of accountability, by which student and school performance can be evaluated. They use performance data to monitor student performance and also as a means of reflecting upon their teaching and future curriculum directions.
At Cranbourne Carlisle Primary School all teachers promote learning and improve learning outcomes by ensuring:
- The learning environment is supportive and productive
- The learning environment promotes independence, interdependence and self-motivation
- Students’ needs, backgrounds, perspectives and interests are reflected in the learning program
- Students are challenged and supported to develop deep levels of thinking and application
- Assessment practices are an integral component of teaching and learning
Learning connects strongly with communities and practices beyond the classroom.