POSITION DESCRIPTION April 2016

PRINCIPAL LEIBLER YAVNEH COLLEGE

CONTENTS

ORGANISATION DESCRIPTION ...... 2

BACKGROUND ...... 2 KEY ASPECTS OF THE COLLEGE ...... 3 STRUCTURE AND GOVERNANCE ...... 6 FUTURE DIRECTIONS AND KEY DRIVERS ...... 10 FURTHER INFORMATION ...... 13 POSITION DESCRIPTION ...... 13

SUMMARY ...... 13 RESPONSIBILITIES AND ACCOUNTABILITIES ...... 14 CANDIDATE PROFILE ...... 15 REMUNERATION AND CONTRACT PERIOD ...... 16 EXPRESSION OF INTEREST ...... 16

O R G A N I S A T I O N D E S C R I P T I O N

Background

Leibler Yavneh College (‘Yavneh’) is a leading independent, non-selective, co-educational school from ELC to Year 12. The main campus is located in the bayside suburb of Elsternwick, approximately nine kilometres south-east of the city centre.

As ’s leading Modern Orthodox Jewish school, Yavneh has an enviable history of producing community, professional and business leaders with a reputation for integrity and fine character who have made their mark across a diverse array of fields. It is proud not only of an academic record that consistently places it in the top 2% of schools in the state, but also of the reputation of the ‘Yavneh Family’, which is an oft-used description for the culture of community that pervades the school. This reflects the intimacy of its learning environment as well as the family-oriented, traditional values that its parents, students and staff share.

Yavneh was founded in 1962 as a primary school under the auspices of Melbourne’s Mizrachi Synagogue. In 1979 a secondary school was opened on a nearby site and by 1989 the College was expanding at a rate that necessitated a move to larger premises. This led to the acquisition of the present Slezak Campus in Elsternwick, which today accommodates more than 600 students from Prep to Year 12. and (as of 2014) an additional 100 crèche students are accommodated at the Abeles-Liberman Pre-school in Balaclava Road, Caulfield.

Yavneh aims to be Melbourne’s pre-eminent , developing the characters, enriching the intellects, and engaging the souls of outstanding - and -committed youth. The College’s curriculum and experience are designed to guide students to be:  of fine character, imbued with integrity and compassion.  inspired by and personally committed to a relationship with G-d based on study of Torah and through adherence to its values.  life-long, independent learners who pursue excellence and strive to achieve their potential.  knowledgeable of and passionate about and Zionism.  committed Australians, aware of and absolutely loyal to their communal, civic and personal responsibilities.

The school’s enrolment in January 2016 is 712 students – 56 in crèche (32 boys, 24 girls), 80 in ELC (36 girls, 44 boys), 327 in primary (161 girls, 166 boys), and 249 in secondary (98 girls and 151 boys). The staff complement is approximately 150 FTE, including non-teaching staff. In 2015 the School’s total revenue was $15m, with assets valued in excess of $30m. The Year 12 tuition fee stands at $30,000.

Key aspects of the College

Philosophy and values Yavneh is part of Mizrachi Melbourne, which boasts various minyanim, the largest Bnei Akivah Snif outside of Israel, a long-established Kollel Mitzion, the governing body for Australian Kashrut, and the largest and most active Modern Orthodox community in Australia. Yavneh teaches its students to fulfil their responsibilities as modern Australians and as dedicated .

The College aspires to instil a lifetime love of learning and pursuit of academic excellence in both Jewish and General Studies, because they are mutually reinforcing, so that all students can achieve their potential. It is committed to the development of a warm and nurturing school environment for all students, encouraging the practice of Derech Eretz, adherence to Halacha, and a commitment to religious Zionist ideals. The College believes that helping students to realise their potential requires a holistic emphasis on their overall sense of well-being: personal, emotional and intellectual needs. It strives to develop resilient, independent learners, equipped with the appropriate knowledge and skills to participate effectively as Jews in the outside world. It encourages students to take pride in their Australian heritage, and challenges them to make their own contribution in order to shape its future direction.

The Yavneh community – parents, students and alumni – is connected to the College’s heritage, immersed in its present development and committed to its future. The community believes, ‘Our children’s learning is our learning; their growth is ours.’ The College’s commitment to ethical values, academic excellence and Ahavat Ha’reah is of paramount importance.

The rigorous Jewish studies curriculum accommodates students’ interests and needs – both spiritual and intellectual – by empowering and challenging them to direct their own learning along a Jewish path that is personally engaging and fulfilling. Students become competent textual inquirers and practitioners, acquiring skills and values that benefit themselves and their communities throughout Jewish life. They are generally immersed in Zionist activities and investigation, cultivating a life-long love for Israel. Equally, they are informed and particularly critical modern thinkers, confidently able to integrate both modernity and traditional Jewish values into their lives.

Location The College’s North Caulfield and Elsternwick campuses are at the heart of the vibrant Jewish community in Melbourne.

Student body and demographics The College’s unequivocal Jewish purpose, religious programming and culture means that the school’s enrolments are currently drawn entirely from within the Jewish community.

The College community is proud of its commitment to ensure that no Jewish child ever be deprived the opportunity of a Yavneh education because of inability to pay fees. A sub-committee of the board manages and supervises a well-developed process for discounting fees to families who are

genuinely unable to afford full fees. The partial remission of fees applies to about 40% of enrolled families, which means that strong cost discipline in budgeting and expenditure is needed across the organisation.

Teaching and learning Leibler Yavneh College offers a rich and varied curriculum in both Jewish and General Studies, including a variety of electives and co-curricular activities. The learning programs foster an understanding and practical application of Jewish observance and values, , and General Studies. Each child participates in the total spectrum of learning experiences, graduating with a strong Jewish identity and sense of their place in and the impact they may have on the world.

The formal Hebrew and Jewish Studies program comprises 20-40% of the ELC-12 College program, with a higher proportion of time allocated to primary school during the key foundation-building years.

Utilising current research findings, Yavneh seeks to demarcate learning spaces that are responsive to the natural diversity of ‘learning minds’ that exists in every classroom. Those spaces include whole class, small groups and individual learning opportunities, as well as mixed and gender-specific class time.

Support and enrichment programs and co-curricular activities such as the Interschool Sport and Athletics Program and the biennial musical production open worlds for students to discover their academic, social and physical skills.

A wide selection of social action options is provided within the Jewish and broader Australian community, including a significant compulsory community service program. This underpins Yavneh’s reputation as a college that fosters students who care and embrace a life of giving.

Jewish Studies Jewish Studies is taught with increasing depth, breadth and complexity throughout the years of schooling, beginning with prayers and play-based activities in the ELC. Children start to read Hebrew in Prep, and there is a special celebration with family members as children graduate into the world of reading Jewish prayer. Throughout primary school, students are introduced to the beauty of Torah and the life lessons it teaches to all ages.

Jewish Studies in the secondary school focuses on both Tanach and Talmud. Students are taught to question and grapple with difficulties in the Torah through a curriculum that incorporates Modern Orthodox and Religious Zionist thought and interpretations as well as the classic Mefarshim. The aim of Gemara classes is to teach students to be independent learners. Lessons on Yahadut cover the laws of Shabbat, Kashrut, the Jewish life cycle and contemporary Halachik issues. All students also study Jewish History and Zionism. Yavneh produces students who are knowledgeable, passionate Jews, able to understand their past in order to shape their future.

Academic standards Leibler Yavneh results in NAPLAN are consistently well above the Victorian state average. Its Victorian Certificate of Education (VCE) results are invariably amongst the top 10 non-selective schools in the state. However, at Yavneh the notion of a ‘good VCE’ incorporates a great deal more than a high ATAR score. Students are encouraged to strive for the best academic result possible, achieved by working in a committed way towards scholastic goals without compromising the leadership responsibilities that they have to their school peers in college life and as contributing members of the Jewish and wider community. VCE students are expected to set an example for younger students by upholding and exemplifying the Jewish ethical and scholastic values of the College. The culture of leadership is reflected in the fact that there are in any given year about 50 Yavneh alumni serving the community as leaders in the Bnei Akiva youth movement.

Complementing scholastic studies in the VCE years is a range of camps, Shabbatonim, seminars and assemblies to create a VCE experience that is fulfilling, maximises academic potential, maintains a healthy body and mind and establishes resilient foundations for the next phase of life.

In 2015, the following VCE results were achieved:

 51% of the cohort were in the top 10% of the State  24% of the cohort was in the top 5% of the State  41% of students achieved ATAR results of 93 or above  Over 30% of individual subjects were scored at 40 or above  The school ranked 8th and 11th in the State for non-selective and overall schools respectively

Co-Curricular Debating is a vibrant program in the life of Leibler Yavneh College. Students throughout the secondary school have the opportunity to be actively involved in the program, which assists in developing their critical thinking skills, oratory skills and sense of self-confidence. Leibler Yavneh College is a member of the Debating Association of Victoria which provides students with the opportunity to debate against other schools in the state; the college consistently outperforms its debating school peers.

All students are supported in finding sporting outlets that suit their interests and skills, ranging from traditional sports to surfing, circus skills and dance. An accelerated training program and rigorous interschool competition are becoming increasingly popular for rising and driven athletes.

Thanks to the vision and drive of the music department head, Yavneh has become known for its musical culture and excellence. Musical experiences available to students range from a contemporary band and ‘a capella’ choir to student-driven jam sessions. The College has won numerous Victorian awards for junior musical theatre and receives consistently outstanding VCE music scores. The 1995 College Dux won the national Triple J Junior Artist of the Year Competition and also composed a theme song for a major Hollywood production. He and previous graduates have successfully released commercial singles and EPs.

Zionist camps held in the Victorian countryside are ‘immersion hubs’ of culture, politics, history, religion and spirituality. They foster healthy debate and strengthen friendships. Led by an energetic mix of Israeli leaders, Zionist camps are frequently the most formative Zionist experiences of secondary life, playing a key role in the formation of proud Jewish and Zionist identities. Every year, four Sherut Girls and four Hesder Boys spend a year of their Israeli national service enlivening the College with creative, innovative and engaging programs that bring the flavors of Israel, Zionism and Judaism to life.

Community service Community service at Yavneh is deeply embedded in the life and culture of the college. It is the natural result of commitment to Torah values of Chesed, Tzedakah and Ahavat Ha’reah. In Years 7- 10, twenty hours of service per semester is compulsory and there are numerous guest speakers, fundraising events and school field trips designed to reinforce a strong culture of communal responsibility and giving within the student body.

Yavneh Foundation The Yavneh Foundation was established in 1999 to support the College financially in the implementation of its long term goals. It is the body responsible for major fundraising, and encourages significant donations to capital projects and programs that benefit Yavneh students. The three major classifications of individual membership involve long-term annual commitments of $6,000 (Members), $12,000 (Fellows) and $18,000 (Benefactors). Donors share Yavneh’s determination to provide every child with a quality Jewish and general education, regardless of financial constraints. In providing current and prospective students with scholarship opportunities, the College continues in its unwavering tradition of making a Leibler Yavneh College education as accessible as possible. The Foundation annually raises in excess of $750,000 and continues to grow its membership base.

Structure and governance The College Board meets monthly with the College Principal and other members of the senior management team to review reports and discuss policy matters that affect the College. Current board members are as follows:

Mr Avi Gilboa – Chairman Bachelor of Commerce (First Class Honours) Board member since 2008. Parent of three current students. Currently Group CFO of Toll Holdings Limited; previously at Toll was Group Director of Strategy and M&A since 2012. Formerly Managing Director at Unitas Capital (formerly JP Morgan Partners). Has served on the for-profit Boards of GPC Asia Pacific Group Pty Ltd (formerly Repco Group), Godfrey’s, Independent Liquor, Cargo Services and Waco International; and has served on the non-for profit Board of the Melbourne Jewish Community Charity Fund since 2001 and the Mizrachi Organisation.

Ms Ilana Wald – Deputy Chair Bachelor of Science (Mathematics) Board member since 2007; Co-Chair 2009-2014. Past and current parent. Currently Manager of Operations Strategy at Future Fund, Australia’s sovereign wealth fund. Prior roles include Relationship Manager at BNP Paribas Securities Services and various roles at Deloitte and Towers Perrin, providing advice on superannuation, operations and custody arrangements. Not- for-profit roles include the Board of Yavneh Foundation.

Mr Ian Waller QC – Mizrachi President Bachelor of Arts, Bachelor of Laws (Hons), Master of Laws President of the Mizrachi Organisation since 2011. Parent of two Yavneh graduates and one current student. Currently a senior member of the Victorian Bar with a broad commercial practice. Member of the Victorian Legal Admissions Committee.

Mr Mark Franks – Treasurer Bachelor of Commerce Board member and alumnus. Parent of four students at the school. Currently Managing Director of Aberdeen Paper, a market leader in the professional food packaging and hospitality solutions industry. Previously at Ernst & Young in the Entrepreneurial Services and Consulting divisions, advising on taxation, accounting, audit, e-commerce and general commercial matters. Board member of the Mizrachi Organisation for 13 years in a number of key positions including as Treasurer and as Secretary.

Mr Andrew Davis Master of Economics (Industrial Relations), Bachelor of Politics and Industrial Relations Board member since 2016. Parent of four current students. Co-founder and Managing Director of Choosewell, a retail and corporate private health insurance advisory service. Previously held general management positions at Medibank Private in strategy, business development and human resources. Deputy Chairman of the Private Health Insurance Intermediaries Association. Not-for-profit roles include President and Board member of Blake Street Synagogue and Board member of the IDF Disabled Veterans Organisation.

Mr Jeremy Leibler Bachelor of Law (First Class Honours) Board member since 2012. Alumnus. Parent of four current students. Currently Partner at Arnold Bloch Leibler practising in commercial and corporate law with a particular focus on mergers and acquisitions, takeovers, shareholder activism and board disputes. Recently appointed a member of the Australian Takeovers Panel. Has served on the boards of numerous organisations within the Jewish community, including, the United Jewish Education Board, Zionist Federation of Australia and Zionism Victoria, and is former chairperson of the Zionist Young Council of Victoria. Member of the Corporations Committee of the Business Law Section of the Law Council of Australia, a member of the Australian Institute of Company Directors and of the International Bar Association.

Mr Daniel Parasol Bachelor of Commerce, Post Graduate in Applied Finance and Investment Board member since 2011. Alumnus. Parent of three current students. Currently Partner at Evans and Partners, leading Australian investment advisory and wealth management firm. Previously Head of Wealth Management at Citigroup and Head of Portfolio Services at Goldman Sachs JBWere. Not-for-profit roles include Boards of Yavneh Foundation and Bendigo Bank Community Bank (Caulfield Park). Board focus on alumni relations and fundraising.

Dr Michele Rubin Bachelor of Social Work, PhD Board member since 2011. Past and current parent. Currently CEO of Tzedek, the leading support and advocacy organisation for victims/survivors of child sexual abuse in the Australian Jewish community. She is an accredited Family Law mediator, a Family Consultant to the Federal Circuit Court, a Child Consultant to the Victoria Family Dispute Resolution Service, and co-director of the Jewish Mediation Centre. Also on the board of the Victorian Society for the Prevention of Child Abuse and Neglect, now known as the Australian Childhood Foundation; and on the board of Jewish Women’s Awakening (JWA), an outreach program for Jewish mothers.

LEGEND:

Future directions and key drivers

In 2014, the Board led a detailed strategic review of the College that was conducted collaboratively with senior management, staff, and the school community. There is clear alignment between all key stakeholders on the vision, mission and strategic roadmap for the College. Yavneh is committed to: 1. Development and delivery of outstanding educational programs within a nurturing environment. 2. Provision of a highly dynamic informal and experiential Jewish education that underpins the values and defining character traits of a Yavneh student. 3. Recruitment, retention and professional development of high-performing teachers as critical partners in the education of our children. 4. Responsible financial management capable of underpinning the College’s infrastructure, resources, and educational goals.

Key elements of the Strategic Plan include:

Strategic Objective 1 – Development and delivery of outstanding educational programs within a nurturing environment.  Systematically review and refine the balance of the College’s educational programs to maximize effectiveness.  Ensure full compliance with Australian Curriculum standards and targeted outcomes through regular reviews of program content, identifying opportunities to optimize within the set guidelines.  Establish target literacy, knowledge and skills outcomes for Jewish Studies at each year level.  Continually develop, review and measure (against agreed targets) the efficacy of the Jewish Studies curriculum.  Create a culture of best practice classroom delivery through a) explicit definition of desired objectives and outcomes; b) analysis of relevant data to measure student performance; c) provision of access to professional development opportunities to facilitate continuous performance improvement; and d) implementation of a rigorous staff performance review framework.  Assess, and where relevant embrace, information and communications technology solutions that enhance the quality of curriculum delivery.  Prioritize and continually review pedagogy that develops students as independent learners.  Cater for the differentiated learning of students who have unique educational needs or who require specialized education support.  Provide a range of high quality co-curricular opportunities to complement core educational programming.

Strategic Objective 2 – Provision of a highly dynamic informal and experiential Jewish education that underpins the values and defining character traits of a Yavneh student.

 Continued investment in high quality informal education teams to provide on-campus ‘living role-models’ who educate and epitomise the values of the College.  Annual review and delivery of a comprehensive calendar of events and activities designed to experientially showcase authentic Judaism and Zionism.  Design and implementation of a student leadership framework that assigns responsibilities and provides opportunities for students to be involved in the decision-making, planning, and implementation of multi-faceted college events and activities.  Prioritisation of both formal and informal recognition and celebration of student achievements in chesed, community service and leadership.  Targeted implementation throughout the College of life skills, well-being, relationship building, stress management and other personal development programs.  Establishment of a Rights and Responsibilities Road-Map for students to encourage respect for self, for others and mutual cooperation within and outside the classroom.  Design and effective implementation of a comprehensive system of behaviour management in both primary and secondary schools that encourages respect, cooperation and derech eretz.  Formalisation of a collaborative program with Bnei Akiva to facilitate leadership training (Hadracha), community service and informal Religious Zionist education.  Implementation of programs in targeted year levels that encourage cross-age tutoring, peer support and interaction between year levels  Appointment of Social Action Captains and Committees to plan and implement volunteer programs involving students within both the College and wider community  Establishment of a comprehensive, community service program for Years 7-10 students  Development of a Middle School international student exchange and partnership program  Exploration of alliances with international institutions to enhance informal personnel and program delivery throughout the College

Strategic Objective 3 – Recruitment, retention and professional development of high-performing teachers as critical partners in the education of our children.  Proactively communicate strategy, values and ethos of the College to ensure maximum staff and communal engagement and commitment.  Provide professional training to all staff with a particular emphasis on professional development in new technologies, enquiry based learning and other innovative, emerging pedagogies.  Create formal support structures and communication mechanisms to enhance staff wellbeing and transparency.  Continue to refine process of staff appraisal and performance management, using quantitative and qualitative measures, acknowledging areas of staff achievement and identifying opportunities for developmental growth.  Formalise succession plans within all departments and build appropriate leadership competencies amongst College staff to ensure those plans can be realised.  Ensure that prospective recruits are inspiring, collaborative and skilled professionals who are knowledgeable and supportive of the College’s values and strategic objectives.  

 Introduce annual staff survey to measure progress in meeting strategic imperative to provide a highly supportive work environment that prioritises teamwork, mutual respect and transparency.  Actively promote staff morale and pride in achieving standards of professional excellence, including the celebration of faculty and individual achievements.  Ensure that staff are provided with the resources and facilities to enable optimal curriculum delivery.

Strategic Objective 4 – Responsible financial management capable of underpinning the College’s infrastructure, resources, and educational goals.  Annually review the College cost structure, identifying sources of operating leverage to ensure maximum operating efficiency.  Construct a short and long term College property infrastructure maintenance and capital improvement plan that is both fiscally responsible and capable of supporting curriculum needs.  Develop a medium term plan for maintaining and strengthening the School’s information and communications technology infrastructure.  Launch a targeted fundraising appeal to underpin the modernisation of the Early Learning Centre.  Conduct a comprehensive review of government grant potential and required actions to maximise available funding proceeds.  Formalise a proactive marketing plan to optimise fundraising potential within the broader community.  Deepen the penetration of Foundation membership across College parent body.  Continued collaboration with YPO and Foundation to reinforce Yavneh Family and philanthropic cultures.  Develop and implement a College bequest program.  Annually review College fee structure, balancing the imperative of financial prudence against the need for sensitivity towards the increasing financial burden of private schooling.

Key Strategic Objectives The new Principal will be expected to be particularly focused on the following key three strategic goals:

1. Build a High Performance Culture As a “Top 10 School” in the State of Victoria, LYC has developed an enviable reputation for academic excellence with an outstanding VCE program. Outcomes in other core areas of literacy and numeracy have been objectively measured (NAPLAN) to be well above the State average. It is expected that the new Principal will actively promote and enhance a culture of absolute excellence across all levels and departments in the college, Limmudei Kodesh particularly, retaining and attracting outstanding teaching talent and ensuring clear accountability for staff performance.

2. Inspire and Engage the School Community LYC has a proud reputation as true community school, characterised by strong ethical values that are role modelled by students, staff and parents alike. The new Principal will be required to uphold and advance the ethos of the college, inspiring all stakeholders to pursue and support its vision, by demonstrating leadership characterised by integrity, strength of character, intelligence and compassion. With a religiously diverse population of students, the Principal will need to promote a brand of Judaism that, whilst uncompromising in its fidelity to tradition, is nonetheless engaging for all members of the wider college community. He or she will ideally be a thought leader with a clear voice on major issues of relevance to the wider Jewish community, and simultaneously thoughtful in managing complex individual student circumstances, proactive in building a team of aligned and motivated staff, and committed to the imperative of preserving the Yavneh Family culture that is such an intrinsic element of LYC’s identity.

3. Develop Innovative Pedagogical Methodologies LYC is proud of its extremely strong academic track record. The new Principal will combine the best of traditional forms of teaching with innovative pedagogical approaches that reflect educational best practise. Innovation will ideally be driven by not only new technologies, but by experiential learning opportunities and proven techniques emerging from contemporary research. He or she will assist integrating an educational philosophy that manifests itself across the totality of the student experience and that uniquely positions LYC amongst its peers.

Further information For more information on the organisation, please visit http://www.yavneh.vic.edu.au.

P O S I T I O N D E S C R I P T I O N

Summary After almost 10 years of tenure as Principal at Yavneh and another 20 years as Principal of leading schools in Sydney and Johannesburg, the current Principal, Mr Roy Steinman, intends to step down from his role at the end of 2016.

This creates the opportunity for a gifted, inspirational educational leader to assume this challenging and highly rewarding position in January 2017.

Yavneh is part of 3,000 year old mission to imbue future generations with a commitment to and love of their Jewish heritage. The new Principal need not share a personal commitment to this historic mission of the Jewish people, but he or she must understand its significance to the students and support the College in its responsibility to fulfil it.

The Principal supervises and leads the entire College, including both the secular and Jewish Studies staff, and is responsible for the efficiency and efficacy of the integrated curriculum and the professional development of all staff. While the Directors of Jewish Studies (primary school and secondary school) design and oversee the Jewish Studies curriculum and religious ethos of the College, the Principal is expected to develop a strong appreciation for the content of the Jewish

Studies program. Leading the College effectively is a matter of understanding and appreciating the central importance of the Jewish ethos and atmosphere of the College while supporting those responsible for the development and teaching of the Jewish Studies and secular curricula through sound educational direction, supervision and professional development. Setting and maintaining professional standards will be an imperative across both the Jewish and secular curricula.

The new Principal will have an empathy for and commitment to the enhancement of the beliefs and values of a Modern Orthodox Jewish Day School. He or she will be sensitive to the community’s commitment to Religious Zionism and appreciate the centrality of the State of Israel in contemporary Jewish life.

Responsibilities and accountabilities The Principal will be responsible to the College Board for the sound running of the school, especially the following:

1. Demonstrating the highest standards of ethical and inspirational leadership.

2. Managing the College on a daily basis, including overseeing delegations: a) Modelling strong and visible educational leadership that engages staff and students in active teaching and learning and reflects a strong personal philosophy of education and integrity. b) Enabling a healthy, invigorating and enjoyable daily life at school for each student. c) Building an expert and capable staff, including teaching, support and administrative staff, through: i. Attracting, selecting, appointing and retaining highly qualified individuals; ii. Sensitive and skilled management of staff and industrial issues; iii. Creating a culture of teamwork and professional development; iv. Improving pedagogy and standards of teaching performance; v. Managing performance of staff in a respectful and timely fashion.

d) Implementing and improving a powerful teaching and learning program based on: i. Sound educational principles for students of all educational abilities and needs; ii. Nurturing student independence, motivation and resilience; iii. The Australian curriculum; iv. Yavneh’s Jewish Studies Curriculum; v. The extra-curricular and community life of the College. e) Ensuring legal compliance and risk reduction by: i. Informing the Board of needed improvements to policies, buildings and programs; ii. Educating staff on their obligations to compliance and risk reduction; iii. Developing and publishing a comprehensive set of policies for school operation and management. iv. Maintaining compliance especially with:  Duty of care to students, staff and the public;  Occupational Health and Safety legislation;  Child Protection and Mandatory Reporting;

 Anti-bullying policies including “To be a Mensch” program;  Industrial legislation and awards;  Maintaining a safe school environment which considers the current and evolving security threats and circumstances of a Jewish school balanced with the wellbeing and operations of the College as part of an Australian lifestyle. f) Preserving and reinforcing a school community culture that understands and values its Jewish identity and values as a raison d’etre and as a source of richness in daily life and relationships. g) Maintaining the College’s leadership in the use of technology to enhance and advance educational outcomes.

3. Developing short, medium and long term strategies for school development, including: a) Informing, educating and engaging effectively with the Board of the College.

b) Presenting budgets and plans for future development of programs and physical resources of the College to the Board.

c) Maintaining and growing the College’s enrolment.

d) Marketing the College to the Jewish community in Australia and abroad and to the broader community in Australia and especially in Melbourne.

e) Working closely with the Business Manager and the Development Office to ensure the College’s financial resources are maximised and used to best support the College’s strategic goals.

4. Nurturing productive relationships for the College and being its public and private advocate with key stakeholder groups, both internal and external.

Candidate profile In order to undertake the role successfully, the candidate will possess the following attributes:

 Belief in the need for excellence in every area of the College’s operations.  Intellectual drive, substantial up-to-date knowledge of education, and demonstrated ability to translate modern research about teaching and learning into excellence in education programs and results.  An excellent record in organisational management and leadership, with demonstrated expertise in strategic planning and marketing, financial management, organisational design, staff performance, and high quality cost-effective service delivery.  An open, collegiate, consultative style which combines a disposition towards distributed leadership with a willingness to lead from the front and inspire trust.  Genuine interest in the College and Mizrachi community, willing to understand and support the central importance of the Jewish ethos and atmosphere of the College.

 Passion, energy, optimism, the ability to make things happen, and an absolute commitment to serving students and parents.  Ability to identify and honour the College’s current strengths while making the changes that are necessary to develop it to its next stage according to the Strategic Plan.

Remuneration and contract period A remuneration package reflecting the level of skill and experience brought to the position will be negotiated with the successful candidate.

The successful applicant will be required to enter into an executive contract for a period of up to five years with possible extension by mutual agreement.

A relocation allowance is provided to assist an executive to relocate. It is not expected that the allowance will necessarily cover all relocation costs.

Expression of interest Expressions of interest in the form of a covering letter and resume (in one document, and in Word only) should be forwarded by email to Dina Rabhan at [email protected].