Assistant Principal-Range 2 Teaching & Learning

Government schools; Shire of Northern Grampians; On-site; AUD 90,000 - 120,000; Full time

Job summary

Stawell Secondary College in Victoria is seeking an Assistant Principal: Teaching and Learning to provide strategic and instructional leadership across the school. The role focuses on improving teaching quality, student outcomes and the deployment of learning technologies within a supportive, outcomes‑driven framework.

The Assistant Principal leads instructional improvement, works with staff to raise attainment, and collaborates with the Principal Team to translate school plans into coherent

Qualifications

• Educational leadership experience with capacity to lead school improvement.
• Proven ability to implement Department policies to a high level.
• Understanding and commitment to using learning technologies to enhance teaching and learning.

Responsibilities

• Supervise delivery of teaching programs.
• Manage professional development for staff.
• Provide a child safe environment per standards.
• Contribute to overall school management.
• Lead curriculum improvement and professional learning communities.
• Lead change and data-informed improvement aligned with DET framework.

Skills

Educational leadership

Change leadership

Staff motivation

Interpersonal skills

Community engagement

Education

VIT registration

Postgraduate initial teacher ed program

LANTITE requirements

Job description

Assistant Principal-Range 2 Teaching & Learning

(i) Outstanding capacity for visionary and exemplary educational leadership of a school

(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.

(b) Financial, managerial and administrative ability

(i) Outstanding financial, organisational and resource management skills.

(c) Planning, policy and program development and review

(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

(ii) Demonstrated ability to implement Department policies to a high level.

(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

(d) Leadership of staff and students

(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.

(ii) A clear capacity to foster a learning environment that takes account of the individual needs of
students and helps students to develop their specialabilitiesand talents.

(e) Interpersonal and communication skills

(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii) An ability to work with parents and the community to develop a strong learning environment.

Selection Criteria

a) Educational leadership

(i) Outstanding capacity for visionary and exemplary educational leadership of a school

(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.

(b) Financial, managerial and administrative ability

(i) Outstanding financial, organisational and resource management skills.

(c) Planning, policy and program development and review

(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

(ii) Demonstrated ability to implement Department policies to a high level.

(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

(d) Leadership of staff and students

(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.

(ii) A clear capacity to foster a learning environment that takes account of the individual needs of
students and helps students to develop their specialabilitiesand talents.

(e) Interpersonal and communication skills

(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii) An ability to work with parents and the community to develop a strong learning environment.

Role

The Assistant Principal reports directly to the Principal.

This position has a teaching component.

The Assistant Principal: Teaching and Learning is a member of the Principal Class and provides strategic, instructional and organisational leadership to ensure that every student has access to high-quality teaching and learning and the opportunity to achieve their full potential.

Working as a key member of the Principal Team, the Assistant Principal: Teaching and Learning translates the school's vision, School Strategic Plan, Annual Implementation Plan and improvement priorities into coherent teaching and learning practices across the school.

The Assistant Principal: Teaching and Learning leads the school's instructional improvement agenda, building the capacity of teachers and leaders to deliver consistently high-quality teaching that results in improved learning, engagement and achievement for every student.

The position combines strategic leadership, instructional leadership, change leadership, staff development, curriculum leadership, data-informed improvement and community engagement, ensuring that the school's resources, people and systems are aligned around one central purpose: improving the learning and future opportunities of every student.

The position provides leadership in the development of a culture of high expectations, continuous improvement, evidence-informed practice, professional collaboration and collective responsibility for student learning.

The Assistant Principal will lead initiatives that strengthen teacher practice, curriculum delivery, assessment, differentiation, student engagement, educational outcomes and the effective use of learning technologies.

Responsibilities

The Assistant Principal will perform the following functions:

• Supervision of the delivery of teaching programs;
• Management of programs to improve the knowledge and experience of staff;
• Provide a child safe environment in accordance with the child safe standards;
• Contribute to the overall management of the school;
• Providing leadership within the College Leadership Team to model and advance the College Values and Vision with staff, students and the wider community.
• Leading improvements, innovation and change through creative and collaborative processes aligned with the DET framework for improving student outcomes.
• Leading change at the highest level of professional practice by:
• Gathering information, analysing data and making decisions
• Develop strategies, aligning resources, motivating stakeholders and implementing actions for improvement.
• Modelling exemplary personal qualities, social and interpersonal skills and ongoing learning.
• Overseeing the development of an outstanding professional staff culture within the college professional learning community.

• Any other duties as directed by the Principal;

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 (seeWorkplace 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*******@education.vic.gov.au

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

Other Information

• 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 atRecruitment in Schools.

Location Profile

Stawell Secondary College embraces the values of Participation, Aspiration, Inclusion, Resilience and Respect.

Located in Stawell, approximately 230 kilometres west-northwest of Melbourne on the Western Highway to Adelaide, the College serves the township of Stawell and its surrounding rural communities. With a local population of approximately 6,000 people and close proximity to Grampians National Park, the College benefits from a strong sense of community and regional identity.

Stawell Secondary College is a vibrant and inclusive school with approximately 330 students. The College maintains strong partnerships with its nine feeder primary schools, local health agencies and community organisations, ensuring a collaborative approach to supporting student learning and wellbeing.

The College offers a comprehensive curriculum designed to meet the diverse interests, strengths and aspirations of all students. Students in Years 7 and 8 undertake a broad program aligned with the Victorian Curriculum, while Years 9 and 10 are provided with increasing opportunities for subject choice and pathway exploration. Senior students in Years 11 and 12 engage in personalised pathways through the Victorian Certificate of Education (VCE), enabling them to pursue further education, training and employment opportunities.

A distinctive feature of the College is its highly regarded Chinese Language program. The program supports language learning across both the secondary school and its feeder primary schools and provides students with authentic global learning opportunities. Stawell Secondary College actively participates in the Victorian Young Leaders to China (VLYC) program and numerous statewide competitions. The College is particularly proud of its successful student tours to China in 2024 and 2025 and is currently preparing for another international study tour in Term 1, 2027.

Teaching and learning are strengthened through Professional Learning Communities, where staff collaborate to design innovative curriculum programs that reflect contemporary educational practices, emerging technologies and the skills required for success in the 21st century.

Student wellbeing and engagement are central to the College's philosophy. Social and emotional learning is supported through a vertical home group structure, complemented by a horizontal student management model with dedicated Year Level Coordinators and Sub-School Managers overseeing the Junior, Middle and Senior School sectors. Staff utilise restorative practices to build positive relationships and re-engage students, when necessary, while the College is currently implementing the School-Wide Positive Behaviour Support (SWPBS) framework to further strengthen a positive learning culture.

Leadership opportunities are available to students at all year levels through roles such as School Captains, House Leaders and Bus Route Leaders. These opportunities foster responsibility, teamwork and active participation in school life.

The College provides an exciting camps program that ranges from a base camp at Year 7, three triannual adventure camps for Years 8 to 10 students and a futures camp at Year 11. Additional opportunities include the Great Victorian Bike Ride, biannual China trips, music camps, traditional sporting programs and academic competitions.

A balanced workforce of experienced educators and graduate teachers contributes to a culture of professional growth, mentoring and innovation. Staff are encouraged to take active leadership roles in school improvement initiatives and contribute to the ongoing development of the College.

The recent completion of a $13 million building and renovation program has transformed the College's learning environment. Modernised facilities and revitalised grounds provide students and staff with contemporary spaces that support learning, wellbeing and community engagement and are a source of great pride for the entire school community.