Assistant Principal-Range 2

Occupation: Principal and assistant principal Reference: Selection Criteria 1. Educational leadership Outstanding capacity for visionary and exemplary educational leadership of a school. Highly developed skills in leading and managing change including the leadership of others in the process of change. 2. Financial, managerial and administrative ability Outstanding financial, organisational and resource management skills. Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes. Demonstrated ability to implement Department policies to a high level. An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning. 4. Leadership of staff and students A highly developed capacity to motivate staff, develop their talents and build an effective team. A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents. Highly developed interpersonal and communication skills in individual, small group and community contexts. Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity An ability to work with parents and the community to develop a strong learning environment. Role Role Description: Assistant Principal (AP 2) - Teaching, Learning and Student Outcomes The Role Be responsible for implementing and managing all curriculum across the College. Collaboratively develop and maintain the College professional learning calendar with the PCO team. Ensure appropriate curriculum and pedagogical procedures are embedded into the professional practices of all teachers to meet DET and HSSC standards. Manage and ensure there is a Guaranteed & Viable Curriculum at HSSC that is documented and available to the College community online via Google Sites. Remain informed of current education research on the ways to personalise the learning opportunities through curriculum to meet the unique learning needs of students at the College. Have high-level knowledge of ICT systems and the ways it can be used to enhance curriculum delivery, and be able to lead and implement programs, such as Google Suite. Work with Domain Leaders to ensure consistency across classes is achieved in curriculum delivery through the use of Google Sites, GVC and collaborative conversations within PLC meetings. Lead the support provided to EAL students in collaboration with EAL Domain Leader. Teaching and Learning and Professional Learning Communities Lead the Teaching and Learning Team to implement, deliver and sustain school priorities e.g. GANAG, VTLM 2.0. Lead the Learning Leaders team, including Domain Leaders, Learning Specialists and Leading Teachers within the Teaching and Learning Team, that is charged with the responsibility of being visionary and innovative in their leadership. Convene meetings of the Learning Leaders on a regular basis. Lead the PLC Domain culture at the College. Lead the peer observation and learner feedback process at the College including Pivot surveys and Collaborative Classroom Visits (CCVs), in collaboration with Leading Teacher - Teaching and Learning. Manage Teaching and Learning student grievance process. Maintain a Curriculum Map for all subjects on delivery at HSSC from Years 10 to 12 and be able to articulate this via the Google Sites and information nights to the community. Assessment and Data Lead the analysis of whole school student learning data and improving staff data literacy (eg. VCE, exam and SAC data), with the support of Leading Teacher - Teaching and Learning. Develop the College assessment and reporting schedule including organisation of parent, student, teacher conferences, progress and semester reports and management of Compass Learning Tasks (Assessment tasks / SACs). Maintain the Assessment and Reporting Handbook and collaborate on VCE Teacher Guide with Assistant Principal - Engagement and Pathways. Lead the implementation of best practice in relation to assessment, including formative and summative assessment, specific to a senior school context, including the development and auditing of assessment tasks across the College and support Domain Leaders in this work with their respective teams. Work with Domain Leaders to ensure consistency with regard to assessment practices, including formative assessment, moderation and ranking practices. Lead the development and auditing of internal exams for all staff, supported by Leading Teacher - Teaching and Learning, including the content, structure, formatting and preparation for printing. Lead the internal exam proofreading process with Domain Leaders. Ensure the College meets expectations and deadlines in relation to assessment and reporting such as Victorian Curriculum data to the Department of Education. Student Outcomes Lead and monitor the progression and academic achievement of high ability students, including those in the Senior Target Enhancement Program (STEP) and VCE Access Program. Lead the development of student revision and study skills programs including; VCE Student Workshops, Year 10 Study Skills, VCE Exam Revision Lectures, with support from Domain Leaders and Leading Teacher - Teaching and Learning. Tracking of whole school student outcomes data and supporting the college in continual improvement Other Lead and manage elements of the VCE Coordinator role related to Teaching and Learning, in conjunction with Assistant Principal - Engagement and Pathways, including: VCAA subject audit process and supporting teachers being audited to ensure submission in a timely and effective manner. VCAA student appeal of results process. VCAA Indicative Grades. VASS reports on student learning data. VCAA small-group partnerships with other schools. Manage the coordination of student resource booklists through Domain Leaders. Lead information sessions for staff. Lead the implementation of student support strategies, such as MYLNS programs in collaboration with Leading Teacher - Teaching and Learning. Develop and manage the implementation of policies related to curriculum, assessment and reporting. Take an active role in supporting and managing the performance of staff to improve the quality of teaching and learning, through mentoring, collegial interaction and critical reflection on practice, feedback and data. Provide leadership to Leading Teacher - Teaching and Learning, and Learning Specialist to support early career teachers through mentoring, regular support drop in sessions, Career Start and VIT Inquiry projects. Coordinate and lead the allocation of pre-service teachers in collaboration with tertiary institutions. Other duties as directed with the Principal. Responsibilities Assistant Principal (AP - 2) Teaching, Learning and Student Outcomes 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 programs 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. Typically, assistant principals perform one or more of the following functions: Supervision and coordination of the work of senior curriculum and wellbeing teams; 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 Assistant Principals at Homestead must be Patience & understanding with fellow students Honesty Trust Being present, so that we all know who you are & what your role is Kindness Support Be able to take on the ideas of students and guide them towards achieving it, offer guidance Being firm and assertive with the rules, but also offers support and encouragement when necessary Being pro-active Can easily connect with students 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) 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: Enquiries regarding the position can be directed to the Principal Danijel Banovic - we encourage you to contact the Principal with regard to this role. Applications must include: A specific response to all the key selection criteria A CV including the names of three referees and contact numbers should be included in the application 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 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). Homestead Senior Secondary College opened in 2020 and is located in a developing area of Point Cook, approximately 28 kilometres from Melbourne CBD. Our feeder schools are the local P-9 colleges ¿ Alamanda and Saltwater P-9 Colleges. A significant percentage of our enrolments are new arrivals to the greater Point Cook community. Homestead also attracts a growing number of enrolments from the independent school¿s sector. Rapid growth is predicted for both the suburb and school over the next 5 to 10 years. In 2025 we expect approximately 600 students at HSSC, and it is projected that the college¿s peak enrolment will be in excess of 1500 students. In addition to this, we expect to be supporting approximately 600 students from Saltwater P-9 at years 7-9 on the Homestead site while Saltwater undergoes major capital works to increase capacity on their site. The foundation years of the college focused upon building social capital, creating structures and practices, purchasing resources and establishing staff professional learning teams. This is an amazing career opportunity for educationalists as they are part of a staff cohort playing an integral role in the development of the college¿s culture, teaching & learning style and place in our community. Our new phase includes solidifying our culture of the young adult learning environment and our consistent teaching and learning model, while managing significant growth in student and staff population. HSSC is a state of the art 21st Century learning environment for young adults. With a build cost of $53 million, facilities are second to none. Students learn in a three-storey main building, a standalone Performing Arts/Physical Education building, multi-purpose courts and a playing field. Our landscaped grounds feature amazing spaces for our students and staff. The college curriculum focuses on providing the right pathway for all students to achieve their academic goals. The college offers a broad range of studies at Year 10, VCE, VCAL, VET & other programs. HSSC is defined by: A well balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post compulsory pathways for Years 10 to 12 students Highly skilled, versatile, dedicated and caring staff committed to life-long learning and developing each student through the implementation of personalised learning programs The active participation of staff in professional learning communities Shared educational responsibility between parents, staff and students Powerful student agency & voice in their learning Effective & open channels of communication that promote trust, positive interactions and strong links with the wider community. Applications close Wednesday 10 December 2025 at 11.59pm #J-18808-Ljbffr