Assistant Principal-Range 1 - Middle School (7-9)

government schools; Melbourne; Sur place; AUD 120 000 - 160 000; Plein temps

Résumé du poste

Gleneagles Secondary College in Melbourne seeks an experienced Principal and an Assistant Principal to lead educational outcomes, wellbeing and engagement for students from Year 7 to Year 12. The roles focus on developing high-quality learning programs, staff capability and strong community relationships.

These leadership positions require strategic planning, budget oversight, and the ability to implement effective whole-school improvements within a culturally diverse school community.

Qualifications

• Outstanding capacity to provide educational leadership that places student learning, wellbeing, engagement and inclusion at the centre of whole-school improvement.
• Highly developed skills in leading and managing change, building staff capability and establishing consistent whole-school approaches.

Responsabilités

• Typically, assistant principals perform one or more of the following functions: supervision and coordination of middle school curriculum or level coordinators; allocation of budgets, positions of responsibility and other resources; supervision of the delivery of teaching programs; management of programs to improve staff knowledge and experience; responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators; contribute to the overall management of the school.

Connaissances

Educational leadership

Change management

Staff development

Student wellbeing

Communication skills

Formation

Teacher registration (VIT)

Description du poste

Occupation: Principal and assistant principal

Location: Melbourne - Southern suburbs

Reference: 1551856

Location Profile

Gleneagles Secondary College employs in excess of 150 personnel and we are committed to supporting staff to focus on the work that we are all most passionate about - supporting our students to achieve their very best. We are focussed on removing administrative burden from our teaching staff and our structures and approach to student engagement supports a collective focus on student learning and engagement.

The College has an enrolment of over 1300 students from Year 7 to Year 12 and a staff of 150+. Ours is a culturally and ethnically diverse community with 50% of our students coming from a language background other than English and 5% have refugee status. Approximately 1% of our students identify as Aboriginal or Torres Strait Islander.

Our curriculum programs place Literacy and Numeracy at the core of our practice, providing students with broad access to the pathways they wish to explore and pursue. The design of curriculum is further underpinned by student voice and choice, VCE pathways and our collective knowledge of the educational demands of our student community. Our Senior students pathway into a diverse range of vocations and university courses and we are proud of our strong track record of academic performance.

Student leadership, voice and agency is central to our work. Students have multiple opportunities to make decisions about their own learning and the direction of the College more generally, providing input into how we engage with the Community, Teaching and Learning, Environment and Student Engagement and Wellbeing. Students drive our RISE Model which stems from our school values of: Respect, Inclusion, Stamina and Excellence.

Where students require support in the classroom we offer additional staffing within the class, who work to extend and support small groups of students. We are committed to developing happy, healthy and resilient children and we have invested significantly in student wellbeing expertise including: a large Student Wellbeing Team, Mental Health Practitioner, Doctors In Schools Program, Youth and Social Workers, School Nurse and a dedicated Inclusion Program.

Gleneagles Secondary College has an established record of academic excellence and our success is attributed to a number of factors: dedicated staff, transparent and consultative leadership, and above all, strong relationships between all sectors of the school, especially between staff, students, our families and the wider community.

Selection Criteria

SC1: Educational Leadership

Outstanding capacity to provide educational leadership that places student learning, wellbeing, engagement and inclusion at the centre of whole-school improvement.

Highly developed skills in leading and managing change, building staff capability and establishing consistent whole-school approaches.

SC2: Financial, Managerial and Administrative Ability

Outstanding organisational, managerial and resource management skills, with the capacity to manage complex student matters, competing priorities and operational demands.

SC3: Planning, Policy and Program Development and Review

Demonstrated capacity to develop, implement and evaluate programs and interventions including department policies and processes that improve student wellbeing, engagement, inclusion, behaviour and learning outcomes, child safety and attendance.

Demonstrated capacity to use student wellbeing, engagement and learning data to inform planning and whole-school improvement.

SC4: Leadership of Staff and Students

Demonstrated capacity to lead, develop and embed whole-school approaches to student regulation and re-engagement, building staff capability and ensuring consistent practices that support students to successfully participate in learning.

SC5: Interpersonal and Communication Skills

Highly developed interpersonal and communication skills, with the capacity to build positive and productive relationships with students, staff, families and external professionals.

Role

The assistant principal reports directly to the principal.

This role will have a particular responsibility for leading and overseeing student engagement within the Middle School, with a focus on attendance, engagement, wellbeing, behaviour and ensuring students are supported to remain connected to their learning and experience a positive and successful journey through the middle years.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

Responsibilities

Typically, assistant principals perform one or more of the following functions:

• supervision and coordination of the work of middle school curriculum or level coordinators;
• allocation of budgets, positions of responsibility and other resources within the area of responsibility;
• supervision of the delivery of teaching programs;
• management of programs to improve the knowledge and experience of staff;
• responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
• contribute to the overall management of the school;

Who May Apply

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [e-mail]

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

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:

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Applications close Tuesday 17 November 2026 at 11.59pm