|Location:||Oakwood School [Multiple Location Campus]|
|Ongoing/Fixed Term:||Principal-Range 4|
|Contact Name:||Rhonda Warburton|
We believe that all students should be able to thrive in mainstream school. However, we know that for a small percentage of students this is not always possible.
Oakwood School provides opportunities for secondary school aged students who have disengaged from school or where a mainstream school learning environment is not currently meeting the young person’s needs.
The background of students at Oakwood School is diverse but they have in common the experience of trauma in their lives through violence, family breakdown, associated mental health issues and other significant life challenges.
Often young people have not engaged in learning as a result of chronic anxiety, or specific learning or language difficulties.
Young people seeking enrolment at Oakwood School will usually be connected with a range of mental health, child protection or youth workers but have been disconnected for some time from schools and teachers.
Oakwood School provides a safe and supportive learning environment that enables young people to reconnect with teachers and learning as embodied in Oakwood’s intent of “Learning, Respect and Empowerment”.
We believe that all students would like to be attending school and learning. We have a further strong belief that “students will give the best that they have got”, in other words, if they could do better at school, they would.
The intention of Oakwood School is to re-introduce students to learning to the extent that they are able to be successful and to build upon these successes to develop their learning potential and journey to a successful adult pathway.
The program is centred around a developmentally responsive personalised learning and pathway plan with a focus on the development of literacy, numeracy, social development, pursuing student’s interests and studies of Art and Physical Education.
Oakwood School has school campuses in Caulfield North and Noble Park and campuses located in community settings in Capel Sound, Chelsea, Frankston, Hastings, Pakenham and Mornington.
The program at Long Beach Place in Chelsea is a re-engagement program where students are enrolled in a VCAL (Victorian Certificate of Applied Learning) program at Foundation, Intermediate or Senior level. Students also have the opportunity to complete a VET Certificate.
Delivery of the program is flexible to allow students to complete their certificate over several years, if required. This unique program is delivered in a non-mainstream setting and gives students the opportunity to experience success with learning.
The program at the Caulfield Park Community campus of Oakwood School includes Music, Home Economics and Vocational Education and Training (VET) and Victorian Certificate of Applied Learning (VCAL) programs. Integral to the program at Caulfield Park are significant events such as camps, excursions and whole school activities.
Prior to enrolment at Oakwood School the student attends a series of meetings that enable Oakwood School staff to better understand the young person in a case managed approach alongside parents, carers and other professionals.
This gradual process also allows the student time to become accustomed to the school and teachers and to become aligned with the school values and processes. This intake process is designed to ensure that when the young person starts at Oakwood School they are prepared and ready to focus on learning.
The Oakwood School team comprises the educational leadership team of principal, campus principals, student wellbeing and teaching and learning leaders, teachers and allied health professionals, such as a doctor, psychologists, mental health nurse, youth workers and administrative staff.
Oakwood School is continuing to develop across the South East Victoria Region as a coordinated approach to engaging our most vulnerable young people with learning.
(a) Vision and values
Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.
(b) Teaching and Learning
Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.
(c) Improvement, Innovation and Change
Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.
Demonstrated capacity to ensure that the school’s human, physical and financial resources are efficiently allocated and managed.
Demonstrated capacity to create a professional learning community that is focused on the continuous improvement of teaching and learning, supporting all staff to achieve high standards and commitment to their own learning and wellbeing.
Demonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities.
(g) Community Criterion
A thorough understanding of the factors that lead to student disengagement and a demonstrated commitment, capacity and experience in creating and leading a safe and inclusive school environment that meets the learning and wellbeing needs of vulnerable students.
The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the deployment of resources provided by the Department and the school community
At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters, that the decisions of the council are implemented and that adequate support and resources are provided for the conduct of council meetings.
The principal is accountable for the overall management and development of the school within statewide guidelines and Government policies.
A clear set of accountabilities, which distinguish their work from other members of the Teaching Service and the education community are set out in detail in the contract of employment.
The core accountabilities of all principals are to:
Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.