Appointment of Deputy Principal May 2024

Deputy Principal

May 2024

CAMBERWELL GRAMMAR

INVITATION FROM THE HEADMASTER

We recently announced that Mr Ben Jeacocke has been appointed as the tenth Principal of Camberwell Grammar School. He will be the sixth successive Deputy Head to be appointed as a Principal of an Independent School.

We now seek to appoint a new Deputy Principal to join us in January 2025. Applications are therefore invited for this senior leadership position in our School.

At Camberwell Grammar School we believe in the power of education to transform the lives of our students and to make the world a better place, and this is central to all we do. We are proud of the educational outcomes of our boys, of our vibrant and engaged learning community and our outstanding staff. Our next Deputy Principal will play a critical role in our vision.

The role encompasses whole school activities as Deputy Principal and responsibilities associated with being the Head of Senior School.

We are looking for our next Deputy Principal to work closely with our Principal and the School’s Council and Executive Team to deliver a transformational education for future generations.

This is a unique opportunity to join our diverse and welcoming community.

A strong service ethos along with outstanding leadership skills, a genuine care for our students, a collaborative approach and a commitment to our community and values will support our mission in ensuring an exceptional learning experience for our students and making a valuable contribution to our communities.

Please consider joining our remarkable school. We look forward to meeting you.

Dr. Paul Hicks Headmaster

ABOUT CAMBERWELL GRAMMAR SCHOOL

Our programs are deliberately structured to educate the whole student – not just the mind.

At Camberwell Grammar School, we honour tradition while embracing the future. Founded in 1886, the School is dedicated to educating young men for life and bringing together the strength of tradition with an understanding of future demands. With around 1,350 students, across Junior, Middle and Senior Schools, our school offers boys the personalised attention of a smaller school and the extensive facilities of a larger school.

We are curious about and engage with the wider world, explore ideas and strive to be our best, individually and as members of a team. We aim to develop and maintain a culture that values academic achievement, knowledge and skills, whilst nurturing and encouraging positive interpersonal relationships, diversity, integrity and a commitment to the service of others.

We have a vision of learning which encompasses all aspects of life – not just the intellectual, but also the social, cultural, physical and spiritual. Our programs are deliberately structured to educate the whole student – not just the mind. We hope to educate committed citizens of the future, interested and passionate about the problems facing our world and with the skills necessary to do something about them, reflecting our school motto Spectemur Agendo - by our deeds may we be known.

WE AIM TO:

n Provide an intellectually and personally challenging program for students

n Value cultural, sporting and recreational activities

n Employ the highest quality staff

n Respond creatively and contribute to the latest developments in curriculum

n Encourage innovative approaches to teaching and learning

n Give attention to each student

n Provide a rich co-curricular program

n Promote respect for others

n Encourage parents and Alumni to be actively involved in the School community

n Nurture Christian values within a diverse and tolerant community

n Provide a safe, secure environment for all.

Camberwell Grammar School is an Anglican school.

As such, we are committed to Christian values and we encourage our students, staff and families to explore the spiritual dimensions of their lives and to follow Christian ethics. At the same time, we welcome people of all faiths and traditions and seek to understand and respect values and beliefs that are different from our own.

We support the principles and practice of democracy. We want our students to be interested in their world, and to improve it.

We encourage our students to support:

n Elected and democratic government

n The law of the land

n Equal rights for all

n Freedom of religion

n Freedom of speech and association

n Openness and tolerance.

GOVERNANCE

Our School Council, currently consisting of 11 members, plays a vital role in the governance of the School. Amongst other responsibilities, the Council develops the overall strategy for our School, and the Principal and the Leadership Team of the School are responsible for implementing that strategy.

STRATEGY VISION AND VALUES

Vision Purpose

We believe in the power of education to transform the lives of our students, and in turn to make the world a better place.

Staff, students and parents work together to develop a supportive and inclusive school community which motivates young people to engage with and lead their communities – locally, nationally and internationally.

Values Strategic Priorities

Enhancing Learning Educating Students of Integrity, Respect and Courage Making a Difference

Supporting Excellence in Staff

Conducting Sustainable and Secure Operations

Demonstrating Leadership in Governance

LEARNING

We nurture and encourage students, recognising that students have differing abilities, interests and goals. Our formal curriculum is demanding yet sufficiently flexible to allow for different rates of development and learning. Regardless of ability, temperament or background, it is our goal that every student fulfils their potential.

It is our belief that students benefit most from a full academic and co-curricular program that promotes a variety of learning opportunities, complemented by pastoral care.

Students will experience:

n The full learning spectrum from arts and humanities to sport, science and technology, to help them discover their own path in life and to flourish

n An extensive list of co-curricular activities, including camps, excursions, music and performing arts and outdoor education, so that learning continues beyond the classroom

n Pastoral care support to help them grow as individuals, as well as academically.

Our three sub-schools are:

n Junior School (Preparatory to Year 5) including Pre-Preparatory (four-year-olds)

n Middle School (Year 6 to Year 8)

n Senior School (Year 9 to Year 12).

Our students consistently rank amongst the highest performers in Victoria according to Australian Tertiary Admission Rank (ATAR) scores. In recent years our median ATAR has sat above 91, with over 10% of our students achieving scores of 99 or better – placing them in the top one per cent of the state.

CO-CURRICULAR

Our program beyond the academic curriculum better equips boys for a full and successful life in the ‘real world’.

Each boy participates in a wide range of co-curricular activities. Sport is played in the internal House competition and against other Associated Grammar Schools of Victoria. In addition, there are interstate and overseas sporting tours. A voluntary Cadet Unit and The Duke of Edinburgh Award programme are available to all boys in the Senior School.

A special emphasis is placed on the performing arts. Music is particularly strong with orchestras and choirs at all levels and an ambitious concert programme. In addition, neighbouring girls’ schools are invited to participate in large choral works and dramatic productions.

STUDENT WELLBEING

Providing a safe, secure and happy learning environment for all students is our priority. Pastoral care involves teachers, specialist staff, counsellors, parents and our school Chaplain all working together to help each student build self-esteem, develop resilience, feel valued and included, and face challenges.

Our Senior School students contribute to the pastoral care of others by participating in a vertical mentoring system within their House. The expression of our School Values is encouraged across all of school life.

Our policies around positive social skills and behaviour, and anti-bullying, are designed to build self-confidence and develop positive interactions.

OUR STAFF

Whether in the classroom or working in our support team, our staff are passionate about giving every student in our care the very best possible education in order to prepare them for life beyond school. We are a learning community that encourages our staff members to involve themselves fully in all aspects of school life and to identify with our Values.

Our staff are highly qualified specialists, united by their enthusiasm for the transformative power of education. We have a commitment to continual development, evaluating practices and a dedication to excellence that runs school-wide. All teaching staff participate in a coaching program.

We are proud of the sense of community that characterises our school.

We welcome, value and encourage participation in school life by parents, grandparents and entire families.

THE WIDER SCHOOL COMMUNITY

Parent involvement in school life is very active. We welcome, value and encourage participation in school life by parents, grandparents and entire families, all of whom are united by a desire to support the experience of our students. This participation benefits our school community in many ways, both tangible and intangible.

The Camberwell Grammar School Foundation is the major fundraising arm of our School. It was established in 1985 to encourage and foster the interest and financial support of our community Through our community’s collective support, we can ensure that our School continues to provide excellence in education to benefit generations of students.

The Foundation is leading our ambitious plans to offer fully funded places to 5% of our Secondary School cohort who would not otherwise be able to experience a Camberwell Grammar School education.

We are proud of our active and engaged Old Camberwell Grammarians’ Association. All boys who attend Camberwell Grammar School are members when they leave the school. The Association focuses on encouraging all leavers to maintain links with the school and with one another.

CAMPUS AND FACILITIES

Our School campus caters for students from Pre-Preparatory to Year 12, blending period architecture with exciting contemporary design and state-of-the-art facilities.

Located in Canterbury, on land originally inhabited by the Wurundjeri People of the Kulin Nation, we were ‘Welcomed to Country’ by Joy Murphy Wandin, a Senior Elder of the Wurundjeri people in 2005 and we foster an ongoing cultural and educational relationship with local First Nations leaders.

Our facilities include:

n Norge Junior School (Pre-Preparatory to Year 5)

n William Angliss Middle School (Years 6 to 8)

n Senior School in the Wheelton Centre and M Building (Years 9 to 12)

n Performing Arts Centre, accommodating up to 1000 people

n Mallinson Music School

n A multi-story Sports Centre, encompassing the David Dyer Physical Education Centre, Keith Anderson Oval and Jack Tobias Oval, a 50-metre swimming pool, gymnasium and weights room, basketball courts, and an ergonomics room

n Extensive underground parking and drop-off and pick-up spaces

n All Souls Chapel

n Leason Street tennis complex in Kew.

We are in the early stages of developing a new Master Plan for the Campus.

SUSTAINABILITY

We are optimistic that there is an opportunity to create a positive future for current and future generations. Environmental sustainability has become central to our School’s daily operations and is one of the core pillars of our Strategic Plan.

As the first milestone in reducing our carbon footprint, in 2022 we became one of the first schools in Victoria to procure our electricity energy needs from 100% renewable sources. While 48% of our total energy consumption already comes from our solar panels, we now source the balance of our needs from wind and solar farms in south-eastern Australia, through our partnership with ENGIE.

Ultimately, we strive to become a ClimatePositive school. In consultation with CERES Consulting, an environmental centre, community garden, urban farm and social enterprise on Wurundjeri Country, Melbourne, our first ambitious target is to be Net-Zero by 2030. We have a Sustainability Plan to help guide our school’s journey and progressive actions across operations, education and community engagement.

CHILD SAFETY AND WELLBEING

Camberwell Grammar School is fully committed to ensuring the safety and wellbeing of all children and young people in all school environments including physical and online, on-site and off-site school grounds, within and outside of normal school hours.

We are committed to ensuring that all those engaged in our school promote the fundamental right of children and young people to be respected and nurtured in a safe school environment.

We have zero tolerance for child abuse and expect all of our staff to:

n Be aware of, understand and comply with the School’s Child Safety policies and procedures, including the Child Safety and Wellbeing Policy and Child Safety Code of Conduct

n Be aware of, understand and comply with applicable Child Safety legislation including the Child Safe Standards

n Demonstrate behaviours and responses in accordance with the School’s Child Safety policies and procedures, including taking all disclosures, allegations, concerns and complaints very seriously

n Complete all required Child Protection training prior to commencing work at the School

n Participate in regular training and professional development in Child Safety and Wellbeing

n Be committed to providing a safe environment for all children and young people, promoting physical, emotional and cultural safety.

THE ROLE

The role of the Deputy Principal encompasses whole school duties and responsibilities associated with the Deputy’s role as the Head of Senior School.

In relation to the whole School, the Deputy Principal:

n Deputises for the Principal in his absence

n Works closely with the Principal to develop policy and curriculum initiatives for the School

n Meets regularly with the Principal to discuss issues affecting the daily operation of the School, including staffing issues

n Works with the Principal to select and appoint staff

n Oversees the operation of the School’s discipline policy

n Works with the Head of the Murdoch Centre for Teaching, Pedagogy and Innovation on the professional development program for staff of the School

n Works with the Heads of the Middle and Junior School to coordinate whole school activities such as Assemblies, examinations and student activity programs

n Works with the Principal to select and induct School Prefects

n Oversees a wide range of school activities and events, including the School’s sporting, outdoor education, Cadet and dramatic and musical programs

n Is the point of contact for organising whole school events such as the photographing of students at the start of a school year and the photographing

of school sporting teams and cultural groups throughout the year, including the five-year whole school photo

n Is responsible for producing the School’s Staff Handbook and the School’s Annual Diary

n Is responsible for the selection and administration of the student teacher program at the School

n Is responsible for overseeing the administration for the School’s Trips and Tours

n Is responsible for the administration and organisation of the School’s Biennial Concert, with the Head of Music

n Oversees the induction of new staff into the School

n Is the point of contact with the School’s uniform suppliers

n Works closely with the Business Manager, Head of Facilities and Operations and other key personnel to ensure the smooth daily operation of the School

n Assumes a visible and active role at recess, lunch and after school as a point of student and teacher contact

n Chairs the Child Safety Committee meetings

n Is a member of the Project Governance Committee (PGC)

n With the Risk and Compliance Manager oversees the School’s emergency management program (teaching staff and students)

n In conjunction with the Principal, visits various sporting competitions on the weekend

n Represents the School at various School functions.

More specifically, in relation to the Senior School, the Deputy Principal:

n Leads a senior team including the Deputy Head of Senior School, Year 11 and 12 VCE Coordinators, a Year 9 & 10 Coordinator and eight Heads of House who manage our pastoral programs

n Is responsible for the organisation of weekly Senior School Assemblies and occasional combined Middle and Senior School Assemblies and whole school Assemblies

n Liaises with the VCE Office about the progress and administration of Year 11 and Year 12 classes

n Works with the VCE Office to coordinate the Year 12 Formal and Valedictory Dinner

n Liaises with the Head of Counselling about the progress of students in the Senior School

n Is primarily responsible for the quality of student reports at the end of each semester

n Is responsible for the organisation and administration of the Year 11

Community Service Program

n Deals with staff and staffing issues

n Chairs Heads of House meetings

n Oversees and supports the School Prefect body

n Has responsibility for the Pastoral Care program within the Senior School

n In a general sense takes responsibility for the administration and management of the Senior School on a daily basis.

Traditionally, the Deputy Principal has taught one class and, whilst having no fixed sporting commitments, visits sporting fixtures each week and has often been involved in a particular extracurricular activity.

SELECTION CRITERIA

LEADERSHIP

n A demonstrated record of successful senior leadership in schools

n Experienced at leading and developing high-performing teams, and effectively managing change

n Able to build productive working relationships of trust with people at all levels and with external stakeholders and communities.

OPERATIONS

n Proven capacity to deliver and embed projects, new programs and curriculum

n Sound operational proficiency.

TEACHING AND LEARNING

n An excellent classroom practitioner

n Demonstrated experience inspiring students through education and understanding of the physical, social and intellectual development and characteristics of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

n Success in contributing to the strategic vision for teaching and learning.

PERSONAL

n Demonstrating integrity, discretion, sound judgement, attention to detail, creative problem-solving, energy, resilience, excellent communication skills and an alignment with the school values and purpose

n A genuine care for students

n A collaborative approach to leadership.

HOW TO APPLY

For a confidential conversation please contact:

Nicole Gardiner, HR Manager on +61 3 9835 1723 or hrmanager@cgs.vic.edu.au

Applications for the role should include:

1. Candidate statement (cover letter)

> A brief statement of application addressing your suitability for the position.

2. Curriculum vitae covering:

> Full name, home address, confidential email address and mobile contact details

> Confirmation of right to work in Australia

> Positions held, dates, scope of responsibilities and key achievements

> Details of education and qualifications

> Full contact details of three referees whom we may contact. Referees will be contacted only after consultation with the candidate.

Any other relevant information, such as involvement in professional and community activities.

3. One-page statement

> A one-page statement on the topic: ‘The challenges and opportunities for single sex boys’ schools in creating healthy masculinity in an uncertain world’.

> Please include the one-page statement in your curriculum vitae.

The role will commence in January 2025.

The preferred method of application is online via our advertisement on www.seek.com.au or via the careers page on our website https://careers.cgs.vic.edu.au/. All applications will receive an automated response.

Should you be unable to submit your application online, please email it to: hrmanager@cgs.vic.edu.au

The closing date is Thursday 6 June 2024.