Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Grampians - Hepburn
Reference: 1507489
Calm, Safe & Orderly Environment
Ensure the school maintains a calm, safe, and respectful learning environment where both teachers and students can thrive.
Oversee consistent behaviour expectations, classroom routines, and restorative practices across all year levels.
Support staff to manage classroom behaviour effectively through clear processes, coaching, and visibility.
Work closely with the LS/T School Climate and Student Managers to ensure consistency and fairness in all behaviour management systems.
Oversee all suspension level incidents and subsequent re-entry interviews (LS/T School Climate).
Teaching Quality & Professional Learning
Lead the improvement of classroom practice across the school, ensuring that teaching is evidence-based, consistent, and engaging.
Embed the Daylesford College Instructional Model (DCIM) as the foundation of all teaching and learning.
Oversee professional learning systems, including Quality Teaching Rounds, instructional coaching, and staff feedback cycles.
Support KLA Leaders to lead high-quality planning, differentiation, and assessment practices.
Monitor classroom practice through learning walks and data analysis, ensuring every student experiences effective teaching.
Foster a culture of professional trust and collective efficacy, where teachers regularly share, reflect, and refine their practice.
Curriculum, Assessment & Lesson Planning
Ensure curriculum and assessment design are coherent, purposeful, and support student growth.
Oversee the development of learning progressions and the consistent use of formative assessment.
Oversee collaborative planning and moderation processes across KLAs.
Ensure assessment practices are fair, transparent, and reflect intended learning outcomes / support student growth.
Oversee the integration of the Learning2Learn program across the school, including the Learning Lab.
Oversee the delivery of key assessment programs such as end-of-year exams (VCE Coordinator), VCE exams (VCE Coordinator), and NAPLAN (LS/T Quality Teaching).
Oversee distance education and online learning programs (VCE Coordinator).
Oversee the development of booklists (SLAJ).
Partnerships & Communication
Strengthen trust and communication between staff, students, and families.
Ensure families are informed and supported regarding teaching programs, behaviour expectations, and learning progress.
Communicate the school¿s instructional and climate priorities clearly to staff through briefings, newsletters, and meetings.
Represent the school professionally in the community and contribute to positive public perception.
Continuous Improvement
Use data and evidence to drive strategic improvement in teaching, learning, and behaviour.
Oversee the collection and use of learning, behaviour, and engagement data to inform practice.
Evaluate the impact of teaching and behaviour strategies on student outcomes and adjust approaches accordingly.
People & Leadership
Build a high-performing, collaborative staff culture focused on clarity, connection, and growth.
Lead the LS/T Quality Teaching and LS/T School Climate to ensure alignment between pedagogy and school climate.
Coach and develop middle leaders to lead effectively within their teams.
Provide honest, constructive feedback and recognition to build accountability and motivation.
Champion the school¿s values and promote professional behaviours aligned with them.
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.
We live in a community that values individuality, diversity and free thinking as much as we do. Daylesford College offers purpose-designed collaborative learning spaces; teachers and technologies that encourage inquisitive learning; a curriculum that emphasises critical and creative thinking; and a culture of inclusion and support. Our goal is to guide the students in our care to become confident, responsible, resilient individuals ready to make their mark in an ever-changing world.
Daylesford College is the sole provider of secondary education in the Shire of Hepburn and consists of 480 students, 40 teachers and 12 support staff. The school draws students from a wide region with 65% of students travelling to school by bus every day.
Our purpose is to provide an engaging, supportive and effective learning environment. Recognising the diversity of learning needs and aspirations of students both at school and beyond. We are committed to providing clear and effective learning pathways and programs for all students. Through these pathways and programs we will inspire and support each and every student to reach and extend his or her academic, practical and social potential. Equipped with these skills we believe our students will be well placed to meet future challenges and make the pivotal transition to optimistic, resourceful and resilient adults.
Our goal is to create a vibrant and successful school which:
Provides effective learning opportunities for all students through the delivery of robust and relevant learning pathways and programs. All pathways and programs will deliver best learning and teaching practices and will be based on appropriate elements of the Victorian Curriculum, Years 7-10 and student designs premised on the Victorian Certificate of Education (VCE), Victorian Certificate of Applied Education (VCAL) and Vocational Education and Training (VET).
Provides high-quality current and innovative teaching in a collaborative and supportive school culture.
Engages and empowers students in their learning by providing them with the skills to develop, evaluate and reflect on their own learning. Successful development of these skills will equip students with the means to meet the wide range of learning challenges throughout their secondary schooling and beyond.
Supports students to develop and put into practice a variety of key learning skills including problem solving, effective communication, collaboration and critical and creative thinking.
Prepares and encourages students to participate in further education, training and employment and become life-long learners.
Provides a safe and inclusive learning environment that supports the social and emotional wellbeing of all students, helps them develop strong ethical and moral values, raises individual aspirations and develops a strong sense of self-belief, and provides opportunities to explore and develop leadership skills and experience.
Actively engages parents in the learning process, providing up-to-date information on their child¿s activities and progress and ensuring strong and open communication between parents, teaching staff and the school at all times.
Develops and maintains strong links with the school and the broader communities through a program of academic, artistic and civic engagement.
Reflects the diversity and strengths of the local and surrounding communities within its learning programs ¿ for example, food and hospitality, sustainability and the arts ¿ and engages with and involves the community in the delivery of these programs.
Our College values are Community, Individuality, Determination and Resilience with a school motto of `Shape the Future'.
The College has undergone significant change over the last few years and it is an exciting time to be part of Daylesford College.
The Assistant Principal provides strategic leadership of teaching quality, curriculum and assessment design, and school climate. The role ensures the school maintains a calm, safe, and engaging environment where great teaching and learning can flourish. This Assistant Principal drives improvement in classroom practice through high-impact professional learning, coaching, and feedback while fostering consistency with the Daylesford College Instructional Model (DCIM). It also ensures that the school¿s behaviour systems and culture support a respectful, orderly environment in which both teachers and students can thrive. The roles primary focus is in the Tier 1 space improving our school through better classroom practice.
KSC1: Highly developed skills, and proven success, in leading and managing whole school change.
KSC 2: Exemplary values appropriate to the development of student learning and wellbeing with a demonstrated capacity to achieve high quality student outcomes.
KSC 3: A highly developed capacity to support staff, motivate staff, develop their talents and to build effective teams.
KSC 4: Highly developed interpersonal and communication skills in individual, small group, and community contexts.
When responding to the Key Selection Criteria, no more than two pages in total (i.e. half a page per KSC). Please also include a resume / CV including at least two referees. Referees may be contacted prior to interviews.