Role
The Assistant Principal - College Inclusion wiill:
1. Lead the Inclusion Improvement Team to establish strong support for all students.
2. Lead processes to implement the Disability Inclusion Tier 2 Funding reform to develop our learning intervention framework that supports students with a disability who require supplementary, substantial, or extensive adjustments to participate in education.
3. Lead, manage and support teams of Leading Teachers and Learning Specialists in the development and documentation of Individual Education Plans and the transition of students funded under PSD to the Disability Inclusion Profile. Ensuring evidenced based provision of appropriate inclusion adjustment resources and consistent practices across the college that enhance individualised learning needs.
4. Review, update and manage key inclusion policies in conjunction with the Principal and School Council to ensure the engagement and full participation of students with a disability and ensure compliance with legislative policies. ie: the Disability Discrimination Act and Disability Standards for Education.
5. In collaboration with the Leadership Team provide and conduct Professional Learning to improve the knowledge of staff of diverse learners and adjustments for inclusive learning environments.
Responsibilities
The Principal Class Team consists of a College Principal, a Campus Principal and two Sub-School Assistant Principals (one for Junior School and one for Senior School) on each campus and two College Assistant Principals - Teaching & Learning and Inclusion.
Each Assistant Principal will be responsible for managing (with the support of the Campus Principals) the activities of a team of Lead Teachers/Learning Specialists whose role is to implement Key Improvement Strategies of the Strategic Plan/AIP associated with a particular FISO Priority - these are our Improvement Teams.
The family backgrounds of our students are characterised by a high Student Family Occupation and Education (SFOE) index which indicates considerable disadvantage. As a result, we attracted substantial Equity Funding as well as significant funding through targeted initiatives such as the Tutor Learning Initiative and MYLNS. Through this funding we have established a range of intervention programs to support those students, particularly with their Literacy and Numeracy. This support to students will be expanded to a greater number of students through the Disability Inclusion Funding.
Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
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 (see ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at:
DE Values
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
6. All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
7. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
8. A probationary period may apply during the first year of employment and induction and support programs provided.
9. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Please ensure that your application includes:
10. A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
11. A section addressing the selection criteria and the requirements for application under the Who May Apply section
12. 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.
Conditions of Employment
13. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
14. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
15. A probationary period may apply during the first year of employment and induction and support programs provided.
16. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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
Keysborough College is a multi-campus school with one campus in Keysborough (Acacia Campus) and one in Springvale South (Banksia Campus). Both campuses offer programs for students in years 7-12 with an organisational structure arranged around Junior and Senior sub-schools.
Enrolments in the College stand at around 2100 and are growing. The College provides a broad range of VCE, VCE-VM and VET subjects for our students across the two campuses. The College also has a significant International Students Program with its own ELC.
Student achievement and engagement is generally above Like School groups and retention is high. Our student population is culturally and linguistically diverse and characterised by families of high SFOE as a result of which the college attracts significant Equity Funding. General Satisfaction with the College, as measured by the Parent Opinion Survey, is consistently high and in 2022 was 84%.
At Keysborough College we promote teaching and learning that is collaborative, technology rich, reflective, purposeful and personalised that prepares students for our rapidly changing world. Our pedagogical model - the Keysborough Learning Framework - is based on Dr Jane Pollock’s GANAG lesson planning schema. We have a strong emphasis on teaching teams, whether those teams be across subjects within a year level (Years 7-9) or within a subject across year levels (Years 10 -12).
Our values of Respect, Excellence and Diversity are strongly promoted across the college and our College Vision states: Keysborough College is committed to excellence by raising the achievements of all of our students. The school community will provide an environment that enables them to achieve their personal best in each of their intellectual, creative, sporting and social pursuits. Through their voice and leadership, our students will be encouraged to make a difference by being active participants in their community. They will have the ability to succeed independently in life and empowered to achieve their ambitions.
The College has undergone an extensive renewal program with the construction of two Junior Village neighbourhoods, a Senior Village neighbourhood, and a purpose-built STEM Centre on each Campus. Construction or refurbishment of a Food Technology, The Arts and Technology Centre on each campus has also been completed. The final stage of major construction will be completed in 2023 with the building of a new Administration Centre on the Banksia Campus and the refurbishment of the Music area at the Acacia Campus.