Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Hume - Greater Shepparton
Reference: 1536354
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
Using data to monitor the implementation of positive education programs ensuring there is consistency in practice, resulting in continuous improvement in student engagement and connectedness.
The AP2 Positive Education Leader at Greater Shepparton Secondary College will play a pivotal role in driving school improvement by leading the development and implementation of a consistent, college¿wide approach to creating a calm, orderly, and supportive learning environment. This position will guide the school¿s transformation efforts to ensure every student experiences an excellent education and meaningful future pathways, underpinned by shared practices, aligned expectations, and a unified commitment to student wellbeing and engagement.
This role will:
Foster a culture aligned with the college¿s vision, values, mission, and educational philosophy, ensuring consistency in agreed practices across the school
Contribute to excellence in teaching and learning by strengthening teacher practice and pedagogy
Lead initiatives that build strong connections between students, staff, and the wider school community
Promote and strengthen community engagement, encouraging participation and shared ownership of the school¿s growth and direction
The role will also ensure:
All students explicitly learn and demonstrate the values of the college
Consistent implementation of agreed practices across all areas of the school
Inclusive support for the engagement, wellbeing, and development of every student within the diverse Sub-School community
GENERAL RESPONSIBILITIES
Work in close partnership with the Principal Team to provide strategic leadership and visibly model the College¿s vision, values, and high expectations in all aspects of school life
Attend and actively contribute to Leadership Team meetings, as well as all relevant college meetings, events, and forums, demonstrating a strong commitment to whole-school improvement
Model exemplary professional practice by consistently enacting college leadership and teaching expectations and support colleagues to embed these practices in their work
Contribute to the development, implementation, and evaluation of the College Strategic Plan and Annual Implementation Plan, ensuring alignment with key priorities and improvement goals
Lead and contribute to high-quality professional learning across the College, building staff capability and fostering a culture of reflective practice and continuous improvement
Undertake the Performance and Development process for allocated staff, including goal setting, observation, feedback, and coaching to support professional growth and accountability
Support the implementation of the VTLM2.0 in collaboration with the wellbeing and inclusion teams
SPECIFIC POSITION ACCOUNTABILITES
The AP2 Positive Education Leader has ultimate accountability for the quality of implementation of the College¿s Tier 1 Wellbeing interventions. The AP2 Positive Education Leader will:
SWPBS/Restorative Practices:
Lead the College¿s SWPBS Team to develop and implement a Tier One Action Plan based on the essential features of SWPBS, including working closely with the Data SIT regarding the development of chronicles and monitoring of these
Coordinate the SWPBS team that will meet regularly, AIRR tickets focus, monitor data collection and deliver professional learning
Manage and facilitate operating the AIRR Shop
Where relevant, participate in the Neighbourhood SIT meetings to support analysis of SWPBS data as part of inquiry cycles, including the identification of possible interventions based on the SWPBS Solution Plan protocol
Regularly participate in Learning Walks with Leadership team members to monitor SWPBS implementation
Participate in House Meetings to support the House Leaders to oversee implementation of SWPBS within their house
Lead and implement Restorative Practices and ensure Restorative Conversations are an embedded process in the College
Oversee the Home Group curriculum, including regular explicit teaching of the school¿s values and SWPBS expectations
Providing coaching support (including modelling and team teaching) with House Leaders and other teaching staff within the classroom
Work closely with the school¿s external SWPBS coach to monitor fidelity of implementation
Facilitate the Student Values Leadership program. Develop a timeline of events led by the students to actively promote the College values
Conduct relevant staff and student surveys to ensure continuous improvement
Social-Emotional Curriculum:
Establish a team to plan and document the Connect Curriculum (including Respectful Relationships) for GSSC.
Incorporate student voice within the development of both the social-emotional curriculum and the annual calendar
Monitor consistent implementation of the social-emotional curriculum across the Neighbourhoods and provide supports to staff as needed
Enrolments:
Guide families through the admissions process, while facilitating course selection, all with the goal of driving fast and appropriate placement for all students
Maintain a data base that will track and analyse enrolment and class data
Work in conjunction with the Enrolments Registrar to assist families through the enrolment process, from initial enquiry, enrolment application, interview, letter of offer, orientation documentation, commencement information, documentation follow up and commencement
Meet regularly with Sub-School Leaders to identify Neighbourhood, House and class placements
Work collaboratively with the AP2 Sub School Leaders (Yr 7-9) to facilitate and support Year 7 students successful transition into the college
Planned and systematic follow up (via telephone and email) of enrolment leads and enquiries
Data entry of enquiries and enrolment forms and in conjunction with the Registrar update and maintain the enrolments database
Develop the yearly overview document for the Enrolments process to ensure the administration office is organised and communication is sent at precise times throughout the year
Maintaining an up-to-date knowledge of the College¿s attributes and enrolment processes
Organising and conduct tours of the College
Promoting the School and its many attributes in a positive manner in all dealings with current and prospective families
Coordinate the fee-paying international students¿ program
Professional Learning & Meetings:
Convene and lead fortnightly SWPBS team meetings
Participate in all team training and specifically Team Leader Training.
Communication:
Facilitate regular communication with families around the school¿s expected behaviours and actions the school is taking to support those behaviours
Updated information is provided to staff through the weekly Staff Connect
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.