Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Hume - Greater Shepparton
Reference: 1536318
Our way of doing things at GSSC
The saying goes at Greater Shepparton Secondary College (GSSC) that we are Greater Together! That is our families, staff and community all working together to support our young people, and our students leaning on these support networks to achieve their best.
Although we are a big school able to cater for more than 2,200 students, we have been able to retain a `small school¿ atmosphere through our House and Neighbourhood structure. Through this model, our students are able to feel a sense of Greater Belonging by having a house to call home. This provides students an opportunity to build relationships with key neighbourhood staff, as well as with their peers through our Vertical Home Groups.
Building relationships and nurturing a student-centred culture is at the forefront of everything that we do here at GSSC. Our College and House Captains and specialist First Nations, Multicultural, Values, Environmental and Music Student Leaders provide invaluable student voice and input and role model our college values and ethos at various events and activities, both in the school and in the community.
Our award-winning Careers Team provide the supports our students need to set Greater Expectations for themselves and to aspire for excellence. While we ask our students to set high expectations of themselves and each other, we also recognise that achieving your personal best is just that, personal! This is why our careers pathway mentoring and counselling is targeted to each individual student and our curriculum is tailored at each year level.
In addition to this, our Wellbeing Team here at GSSC is focused on providing Greater Care to our students through a range of services and initiatives including our Doctors in School program, paediatric clinic, Program for Students with a Disability, Secondary School Nurses and Mental Health Practitioners. GSSC Wellbeing Officers are also based in each neighbourhood to support students on a day-to-day basis.
This team around the learner is further strengthened by our Ngarri Ngarri team, made by of six staff and a Team Leader who work across neighbourhoods to support First Nations students and their families. Our Multicultural Liaison Officers (MLO) provide this same support for our Culturally and Linguistically Diverse families and speak a range of languages including Arabic, Dari, Persian, Hazaragi, Swahili, Kirundi and Samoan. Both teams work in and outside of the classroom to promote active student participation, positive family engagement, a proactive home/school partnership, culturally safe learning environment and inclusive curriculum and teaching and learning practices.
Our Wellbeing and Inclusion Hub also including a range of external allied health and education agencies working in school to support students.
Our facilities
Greater Shepparton Secondary College (GSSC) is among the most contemporary secondary schools in the country, featuring award-winning school design and cutting-edge facilities.
A double gymnasium, theatrette, green room and roof-top gardens are among features found in few secondary schools. GSSC¿s Enterprise and Innovation Centre for the arts, media, science and technology provides students with the subject choice and education pathways only a big school can deliver.
Our people
They say it takes a village to raise a child and the same goes for our school community ¿ we simply could not do it without our talented, diverse and passionate teaching and education support staff.
Whether it¿s in front of the classroom, maintaining our beautiful school grounds and facilities, in a leadership role, administration or providing extra support for our students and families, there are so many ways you can have a positive impact on the lives of young people here at GSSC.
Although we are a relatively new school, our people have built a fantastic workplace culture here at the college, through a induction and mentorship program supporting new staff. Our staff are also the driving force behind an active calendar of social events and opportunities to get to know one an other in a different way. Not only that but we have the benefit of living in a vibrant regional area that strives to foster a sense of community and offers a wide range of sport and recreation choice and caters to a growing food and wine culture.
Teaching in Greater Shepparton also means having the very best in professional learning and inspiration on your doorstep, with the city being home to one of the few regional centres of the Victorian Academy of Teaching and Leadership, building on the Bastow Institute of Educational Leadership based in Melbourne.
The Academy provides an unprecedented opportunity for our best teachers to develop their skills and become recognised as state-wide leaders in teaching excellence, while still teaching in their Shepparton classroom.
Our community
GSSC is a reflection of its community in that it is a highly multicultural school and welcomes students from all ethnic and cultural backgrounds. We are committed to creating a school community where all members of our school community are welcomed, accepted and treated equitably and with respect.
GSSC stands on the Country of the Yorta Yorta and Bangerang peoples, nations, tribes and clans and the Greater Shepparton area is home to the largest population of Aboriginal and Torres Strait Island people outside of Melbourne.
Greater Shepparton is located 180 kilometres north of Melbourne, with a population of 66,000. It is the fifth-largest city in regional Victoria and consists of Shepparton city, Mooroopna and Tatura.The area is a culturally and linguistically diverse community with almost one quarter of the population born overseas in more than 50 different countries. Migrant communities are predominately from Italy and Albania and settled in the region after World War II. In the following years, refugees have come from Iraq, Kuwait, and the Democratic Republic of Congo. The most recent arrivals have come from Afghanistan, Iran, Sudan and other parts of Africa.
Our history
GSSC was formed by the merge of four secondary colleges in Shepparton and Mooroopna, as part of the Shepparton Education Plan - a 10-year Victorian Government strategy to transform Shepparton¿s education system for young people from early learning, through to primary and secondary school, and beyond to higher skills and further education.
GSSC commenced in 2020 across the four campuses: Shepparton High School, McGuire College, Wanganui Park Secondary College and Mooroopna Secondary College.
Our combined campus, built on the former Shepparton High School site on Hawdon Street, opened in 2022 bringing students from all four campuses onto the one site.
Please address the following state-Wide Criteria:
(1) Educational Leadership
Outstanding capacity for visionary and exemplary educational leadership of a school or college.
Highly developed skills in leading and managing change including the leadership of others in the process of change.
(2) Financial, Managerial & Administrative Ability
Outstanding financial, organisational and resource management skills.
(3) Planning, Policy & Program Development & Review
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 & 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.
(5) Interpersonal & Communication Skills
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
(6) Local Criterion
Demonstrated capacity to analyse and use student data to improve the learning growth of all students with a focus on the implementation of the VTLM2.0.
The AP2 Curriculum & Pedagogy, Learning Growth & Excellence is responsible for the strategic leadership, coordination, and evaluation of whole-school intervention and extension programs in literacy and numeracy. The role ensures that all students¿including those identified as `at risk¿ and those requiring extension¿receive targeted, evidence-based support to maximise their learning growth.
This position works in close partnership with the Assistant Principal ¿ Curriculum and Pedagogy (AP4) and the Assistant Principal ¿ Disability and Inclusion (AP2) to ensure a coherent, data-informed, and inclusive approach to teaching and learning
The role will ensure:
building a culture that mirrors college vision, values, mission and educational philosophy and ensures consistency of agreed practices across the college
contributing to excellence in teaching, learning and teacher pedagogy
leading the development of student connections to each other, to staff and to the school and building community participation and ownership of the new school
all students have the best opportunity to pursue their desired pathway
consistent implementation of agreed practices across the college
the inclusion and development of all students from the wide range of backgrounds in the sub school
Work with the Principal team to provide leadership and modelling of college values across the college
Attend and actively contribute to Leadership and all other relevant college meetings and events
Adopt college leadership and teacher expectations and model these to other teachers
Hold staff accountable for implementing all College processes and procedures
Contribute to the development of the GSSC Strategic Plan and Annual Implementation Plan
Contribute to professional learning at the College
Support staff by modelling and coaching in effective curriculum planning and delivery
Conduct performance reviews of a number of staff
Manage the allocated budget
Support the implementation of the VTLM2.0 in collaboration with the wellbeing and inclusion teams
SPECIFIC POSITION ACCOUNTABILITES
Data Analysis & Student Identification:
Lead the systematic use of formative and summative assessment data (e.g., NAPLAN, PAT, teacher judgments, formative assessments) to:
Identify students at risk in literacy and numeracy
Identify high-ability students requiring extension
Develop and maintain a whole-school data tracking system to monitor student growth, intervention impact, and extension outcomes
Support staff to interpret and use data to inform targeted teaching practices
Facilitate regular data conversations and moderation processes with teaching teams
Curriculum & Pedagogy:
Oversee the development of Units in line with the Victorian Curriculum
Ensure all Domain units are developed consistently and are available on the GSSC network
Accredit all Domain lessons and unit planners and that they are consistently used
Maximise the impact of the implementation of DET funded initiatives eg MYLNS, HAPL
Oversee the development of an E-learning curriculum
Assessment & Reporting:
Oversee the implementation of the GSSC Assessment and Reporting Polic
Manage and support the Reporting Officer
Oversee the implementation of the GSSC reporting process 7-12
Provide regular progress reports on student academic outcomes to the Curriculum & Pedagogy SIT
Ensure all Domains have assessment schedules incorporating Common Assessment Tasks
Provide opportunities for moderation of Common Assessment Tasks across 7 to 10
Manage the implementation of NAPLAN
Manage the dissection and dissemination of NAPLAN outcomes
Professional Learning & Meetings:
Convene the Curriculum & Pedagogy SIT
Convene regular planning meetings with the Domain Leaders
Use all opportunities to model the key principals of PLC¿s in meetings
Coordinate the Curriculum & Pedagogy Professional Learning programs for teachers in the college
Prioritise the Professional Learning Programs for staff.
Facilitate Domain leader and teacher understanding & interpretation of Panorama data for students entering 7-10, ensure all teachers examine the student data from the previous year
Collaborate with the eLearning Leader to develop and provide a professional learning program for staff which enables and assists them to integrate the use of information and communication technologies into the curriculum
Learning Growth & Excellence Program Leadership:
Research, select, and lead the implementation of evidence-based intervention and extension programs, including:
Tiered intervention frameworks (e.g., MTSS/RTI approach) for Tier 1 & 2 (in-class) and Tier 3 in-class and withdrawal programs for students
Literacy and numeracy intervention programs
High Ability enrichment and extension programs
Ensure programs are:
Scaffolded, targeted, and aligned to curriculum expectations
Inclusive and responsive to diverse learner needs
Use data to develop clear entry and exit criteria for designated programs
Monitor and evaluate program effectiveness through ongoing data analysis and reporting
Use data to monitor students¿ achievement growth
Staff Capacity Building & Professional Learning:
Provide professional learning, coaching, and modelling to staff in:
The implementation of the GSSC WeLearn Model and its alignment to the VTLM2.0
Using data to establish class profiles to support lesson planning for scaffolding the teaching and learning
Intervention and scaffolded strategies
High Ability and extension pedagogies
Effective use of data
Support teachers to implement programs with fidelity
Develop resources, guidelines and instructional frameworks to support consistent practice
Lead Professional Learning Teams (PLTs) focused on improving outcomes for targeted cohorts
Develop resources, guidelines, and instructional frameworks to support consistent practice
Lead Professional Learning Teams (PLTs) focused on improving outcomes for targeted cohorts
Collaboration & Strategic Alignment:
Work closely with:
AP4 Curriculum and Pedagogy to ensure alignment with whole-school teaching and learning priorities, instructional models, and assessment practices
AP2 Disability and Inclusion to ensure interventions are inclusive, aligned with Individual Education Plans (IEPs), and responsive to diverse learner needs
AP2 Positive Education Leader to ensure a consistent approach to the language and practices used across classrooms to reinforce positive behaviours and student engagement
Contribute to whole-school strategic planning, particularly in relation to student outcomes in literacy and numeracy
Engage with external agencies, networks, and research to maintain best practice
Program Coordination & Management:
Coordinate timetabling, staffing, and resourcing of intervention and extension programs
In conjunction with the Timetable Manager, support the development of the timetable
Along with the Senior Secondary, Careers & Pathways AP4, participate in the working party to support the Careers Leader in the implementation of the subject selection process
Maintain clear documentation/data of:
Student participation
Intervention plans
Progress monitoring
Provide regular reports to leadership on program impact and student outcomes
Monitoring, Evaluation & Continuous Improvement:
Establish and implement evaluation cycles to assess program effectiveness.
Use data to:
Adjust and refine programs
Inform school improvement priorities
Contribute to annual report and review processes
Ensure continuous improvement in both intervention and extension provisions
Student Wellbeing:
Monitor student progress to maximise learning outcomes against the Victorian Curriculum
Provide Sub-School Principals and House Leaders with regular reports on students at risk of not having a successful academic outcome
Identify students that would benefit from academic intervention programs
Monitor 7 to 10 classes where student absence is particularly high and may reflect engagement
Communication:
Communicate with VCAA and distribute curriculum materials and information and other relevant correspondence to appropriate personnel
Ensure that all students are provided with all information regarding their subjects as required by VCAA
Ensure all teachers provide a schedule of assessments by the end of week 1 of term 1
Ensure Sub-school Principals and House leaders are informed of all professional learning opportunities
Provide regular updates on SSCP progress College Leadership
This Assistant Principal position has a teaching load that will be determined by the Executive Principal.
Other duties as required by the Executive Principal.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
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.
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
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.