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

Government schools; Melbourne; On-site; AUD 90,000 - 130,000; Full time

Job summary

Gleneagles Secondary College in Melbourne employs over 150 staff and educates more than 1300 students. The college emphasizes literacy and numeracy, student voice, and a strong VCE pathway, with a culture of collaboration and innovation to reduce administrative burden on teachers.

We seek educational leaders who can drive whole-school improvement, lead change, and foster inclusive practices with a focus on wellbeing and engaging learning.

Qualifications

• Proven capacity to provide educational leadership focusing on student learning, wellbeing and inclusion.
• Outstanding skills in leading and managing change, building staff capability.
• Experience in planning and policy development to drive school improvement.
• Ability to lead staff and students with consistent whole-school approaches.
• Strong interpersonal and communication skills with students, staff and families.

Responsibilities

• Supervision and coordination of the work of middle school curriculum 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.
• Discipline management beyond the management of classroom teachers and year level coordinators.
• Contribute to the overall management of the school.

Skills

Educational Leadership

Change Management

Staff Development

Strategic Planning

Communication Skills

Job description

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. Our pedagogical approach (Prepare, Engage, Teach, Reflect) aims to provide consistency for our students, as well as space for our teaching staff to be innovative, responsive and engaging. Our extra-curricular offerings are diverse and we excel in the areas of Performing Arts, Sport and increasingly in the Technology and academic extra-curricular offerings. The professional growth of staff is paramount to our goals as a college. We continually offer diverse and engaging professional development opportunities that are driven by student and staff need. Staff meetings are designed to facilitate collaboration and learning, free from administrivia. 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 Programme. 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.

Responsibilities

• 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 [email protected] 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Conditions of Employment

• 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.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at https://www2.education.vic.gov.au/pal

Qualification Requirements

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).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools .