Principal-Range 6

Department of Education Victoria; City of Wodonga; On-site; AUD 120,000 - 180,000; Full time

Job summary

Department of Education Victoria – Wodonga VIC is seeking a capable principal to lead Wodonga Middle Years College, guiding teaching, learning and student wellbeing across two campuses. You will drive strategic planning, curriculum alignment with VTLM 2.0, and ensure high standards of student achievement and engagement.

The role requires robust leadership, management of financial and human resources, and strong collaboration with the school council and Department staff.

Qualifications

• To be eligible, applicants must be provisionally or fully registered with the Victorian Institute of Teaching.
• Demonstrated capacity to lead and manage school-wide improvement and change.

Responsibilities

• Lead and manage planning, delivery, evaluation and improvement of education for all students.
• Ensure effective governance and resources are deployed to support learning and wellbeing.

Education

Teaching registration (Victorian Institute of Teaching)

Job description

Department of Education Victoria – Wodonga VIC

7d ago , from Department of Education & Training Victoria

Overview

Wodonga Middle Years College is a student-focused learning community specialising in Middle Years teaching and learning aligned with both the Victorian Curriculum and Victorian Teaching Learning Model (VTLM). With approximately 1,000 students across two campuses, the College offers the advantages of a large school while maintaining strong, supportive relationships between students, staff, and peers.

Motto

Every Student, Every Opportunity, Success for All

Vision

Government secondary schools in Wodonga are student-focused learning communities where graduates develop confidence, optimism for the future, and a commitment to personal achievement and global citizenship.

Mission

Wodonga Middle Years College is committed to developing graduates who are:

Be confident, capable and self-motivated.

Be comfortable living in a world of diverse people, cultures, and beliefs.

Be able to establish and maintain effective relationships.

Be tolerant and act with empathy.

Be respectful of self and others.

Make meaningful contributions to society - the local and global community.

Demonstrates intellectual tenacity and persistence in problem solving

Be skilled analytic, critical, aesthetic and creative thinkers as the situation demands.

Respond positively and appropriately to change and challenges.

Set high expectations for themselves and act to meet those expectations.

Flourish in a digital world and be a skilled user of evolving technologies.

Be aware of post school options and successfully access them.

Values

Our culture is underpinned by the core values of Resilience, Respect, and Aspiration, which guide all aspects of school life.

Teaching and Learning

We create inclusive and engaging learning environments where students develop strong literacy, and numeracy skills. Students engage in a broad range of core subjects, complemented by applied learning in the Arts and Technology. Extension opportunities are provided through our Academic Advancement Program to support and extend high-achieving learners. Our curriculum planning and instructional model is guided by VTLM 2.0, ensuring consistency and best practice across learning areas. Teaching practice is strengthened through ongoing reflection and collaborative improvement cycles called teaching sprints.

Student Wellbeing and Inclusion

Student wellbeing is central to our work. The College provides a comprehensive, multi-disciplinary support structure including:

• House Leaders and Assistants
• Wellbeing professionals, including social workers and inclusion staff
• Doctors in Schools program and a school nurse
• Koorie Education Support and Defence Transition Mentor
• Careers practitioners

We adopt School Wide Positive Behaviour Support (SWPBS), Positive Classroom Management Systems (PCMS) and restorative practices to promote a safe, respectful, and inclusive learning environment, where consistent expectations and positive relationships support student wellbeing and engagement.

Programs and Opportunities

Students benefit from a wide range of co-curricular and enrichment opportunities, including:

• Instrumental music, choir and ensemble programs
• Performing arts in drama and dance
• Intercampus and interschool sport, including state representation
• Camps and excursions that enhance learning beyond the classroom

More information can be found on the college website www.wmyc.vic.edu.au

Selection Criteria

(a) Vision and values

Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.

(b) Teaching and Learning

Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.

(c) Improvement, Innovation and Change

Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.

(d) Management

Demonstrated capacity to ensure that the school's human, physical and financial resources are efficiently allocated and managed.

(e) Development

Demonstrated capacity to create a professional learning community that is focused on the continuous improvement of teaching and learning, supporting all staff to achieve high standards and commitment to their own learning and wellbeing.

(f)Engagement

Demonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities.

Role

The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the deployment of resources provided by the Department and the school community.

At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters, that the decisions of the council are implemented and that adequate support and resources are provided for the conduct of council meetings.

Responsibilities

The principal is accountable for the overall management and development of the school within statewide guidelines and Government policies. A clear set of accountabilities, which distinguish their work from other members of the Teaching Service and the education community are set out in detail in the contract of employment.

The core accountabilities of all principals are to:

• ensure the delivery of a comprehensive education program to all students
• be executive officer of the school council.
• establish and manage financial systems in accordance with the Department and school council requirements.
• represent the Department in the school and the local community.
• implement decisions of the school council.
• contribute to system-wide activities, including policy and strategic planning and development.
• manage and integrate the resources available to the school.
• appropriately involve staff, students and the community in the development, implementation and review of school policies, programs and operations.
• report to the Department, school community, parents and students on the achievements of the school and of individual students as appropriate.

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

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 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.

VAPA Requirement

• Be a substantive Principal of a registered school in Victoria; or
• Have a statement of readiness following completion of the Victorian Aspiring Principal Assessment.