Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Hume - Greater Shepparton
Reference: 1485364
SC1: Educational Leadership
Demonstrated capacity for visionary and inclusive leadership that builds a culture of high expectations, support and continual improvement for both staff and students.
SC2: Financial, Managerial and Administrative Ability
Proven ability to effectively lead teams, manage resources and deliver strategic outcomes aligned with school goals.
SC3: Policy and Program Development
Capacity to lead the implementation of policies, programs and practices that improve student engagement, wellbeing and learning outcomes.
SC4: Interpersonal and Communication Skills
Exceptional communication, conflict resolution and coaching skills in working with a range of stakeholders including staff, students, families and community services.
SC5: Commitment to Student Development
Demonstrated commitment to equity, wellbeing, engagement and achievement for all students, with a focus on early and middle years leadership.
The Assistant Principal reports directly to the Principal. This role has strategic leadership over the Years 7¿10 sub-school team, comprising the Team Leaders, Year Level Leaders and Wellbeing & Programs Leaders for Years 7¿8 and 9¿10.
The Assistant Principal leads and supports these teams in implementing consistent and effective systems of student management, attendance improvement, positive behaviour strategies, wellbeing interventions, academic supports, and the implementation of whole-school policies at a sub-school level.
This Assistant Principal plays a key role in ensuring consistency of expectations and responses across the sub-schools, building staff capability in managing complex behaviours and supporting student re-engagement, and in the development of data-informed improvement cycles.
As a member of the Principal Class Team, the AP contributes to whole-school decision-making and strategic planning aligned with the School Strategic Plan and Annual Implementation Plan.
- Line management of the 7¿8 and 9¿10 Team Leaders, Year Level Leaders, and Wellbeing & Programs Leaders and Disability Inclusion Leader
- Leading and coaching sub-school leaders to implement positive and proactive behaviour support strategies.
- Overseeing student engagement, attendance and behaviour systems for Years 7¿10, ensuring interventions are data-informed and consistently applied.
- Chairing complex case management and re-engagement meetings across the sub-schools.
- Working closely with the Director of Wellbeing and Disability Inclusion Leader to ensure seamless support for students with complex or additional needs.
- Coordinating return-to-school processes and re-engagement plans for suspended or disengaged students.
- Monitoring attendance and welfare data trends (e.g. Compass Pulse) and leading responsive strategic planning.
- Leading sub-school High Performance Teams, supporting staff in identifying barriers to student success and problem-solving collaboratively.
- Overseeing the implementation of IEPs, Behaviour Support Plans, and Modified Learning Plans across the sub-schools.
- Supporting new and early career teachers to manage classroom behaviour and support inclusion of students with diverse needs.
- Ensuring alignment between sub-school processes and whole-school policies, including Child Safe Standards and the School-Wide Positive Behaviour Framework.
- Representing the sub-school in leadership meetings, consultative committees and whole-school planning forums.
- Assisting with student placements, enrolments, and transitions across year levels.
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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 a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Cobram Secondary College is a rural government school in northern Victoria that prides itself on creating a safe, inclusive and connected learning community. We are committed to fostering personal excellence, wellbeing and community connection. With a rapidly growing student population and a dynamic and diverse teaching team, Cobram Secondary College values strong leadership, high expectations, and clear systems to ensure every student can thrive.
We believe Every Student Matters, Every Staff Member Cares, Every Opportunity Taken and Every Student Succeeds.
Our sub-school model ensures targeted leadership across Years 7¿10, with a dedicated team for each cohort. This model promotes early intervention, strengthens student-teacher relationships, and ensures that wellbeing, engagement and learning outcomes are improved through collaboration and accountability.