Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Hume - Wodonga
Reference: 1547170
a) Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college. (ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
(b) Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skill.
(c) Planning, policy and program development and review
(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
(ii) Demonstrated ability to implement Department policies to a high level.
(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
(d) Leadership of staff and students
(i) A highly developed capacity to motivate staff, develop their talents and build an effective team. (ii) 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.
(e) Interpersonal and communication skills
(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.
(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
(iii) An ability to work with parents and the community to develop a strong learning environment.
The assistant principal reports directly to the principal.
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 program 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:
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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.
Overview
Wodonga Middle Years College (WMYC) is a student-focused learning community specialising in Middle Years education, with a strong emphasis on high-quality teaching, learning and student wellbeing. Aligned with the Victorian Curriculum and the Victorian Teaching and Learning Model (VTLM), the College provides engaging, inclusive learning environments that support students to achieve their potential and develop a strong foundation for lifelong learning.
With approximately 950 students across three settings¿Huon Campus, Felltimber Campus and the Flying Fruit Fly Circus School (FFFCS)¿the College offers the advantages of a large learning community while fostering supportive relationships, a sense of belonging and strong connections between students, staff and peers.
Motto
Every Student, Every Opportunity, Success for All
Vision
Government secondary schools in Wodonga are student-focused learning communities where graduates develop confidence, optimism for the future, a commitment to personal achievement and a sense of global citizenship.
Our Mission
To be a student-focused learning community from which our graduates will:
Be confident, capable and self-motivated.
Be comfortable living in a world of diverse people, cultures and beliefs.
Be able to establish and maintain effective relationships.
Be tolerant and act with empathy.
Be respectful of self and others.
Make meaningful contributions to society, both locally and globally.
Demonstrate intellectual tenacity and persistence in problem-solving.
Be skilled analytical, critical, aesthetic and creative thinkers as the situation demands.
Respond positively and appropriately to change and challenges.
Set high expectations for themselves and act to meet those expectations.
Flourish in a digital world and be skilled users of evolving technologies.
Be aware of post-school options and successfully access them.
Values
Our culture is underpinned by the core values of Respect, Aspiration and Resilience. These values guide our decisions, relationships and practices, supporting a culture of high expectations, personal responsibility, positive relationships and continuous growth.
Teaching and Learning
The College is committed to providing high-quality, inclusive and engaging learning experiences that enable every student to develop strong literacy and numeracy skills and achieve their learning potential.
Students engage in a broad curriculum encompassing core learning areas, complemented by applied and practical learning opportunities in the Arts and Technology. Extension opportunities, including the Academic Advancement Program, support and challenge high-achieving learners to extend their knowledge, skills and thinking.
Curriculum planning and instructional practice are guided by the Victorian Teaching and Learning Model (VTLM) 2.0, with a focus on explicit teaching, effective assessment, checking for understanding and responsive teaching. Collaborative planning, professional learning and teaching sprint cycles strengthen staff practice, support consistency across learning areas and promote continuous improvement in student learning outcomes.
Student Wellbeing and Inclusion
Student wellbeing, engagement and inclusion are central to the work of the College. We recognise that positive relationships, a strong sense of belonging and a supportive learning environment are essential to student learning and success.
The College provides a comprehensive, multidisciplinary support structure, including:
House Leaders and House Leader Assistants.
Wellbeing professionals, including social workers.
Allied health professionals, including speech and occupational therapists.
Doctors in Schools program and a school nurse.
Koorie Education Support.
Defence Transition Mentor.
Careers Advisers.
The College implements School-Wide Positive Behaviour Support (SWPBS), Positive Classroom Management Systems (PCMS) and restorative practices to promote safe, respectful and inclusive learning environments. Consistent expectations, positive reinforcement, proactive interventions and strong relationships support student wellbeing, engagement and readiness to learn.
Transition and Pathways
WMYC recognises that successful transitions are critical to student confidence, wellbeing, engagement and achievement. We work in partnership with primary schools, families, community organisations and Wodonga Senior Secondary College (WSSC) to provide coordinated transition experiences that support students at key stages of their educational journey.
Transition into Year 7 is supported through connections with primary schools, transition activities, information sharing and opportunities for students and families to become familiar with the College, its expectations, learning environments and support structures. These experiences aim to build confidence, establish positive relationships and ensure students feel welcomed, connected and ready to learn.
Transition to Wodonga Senior Secondary College is strengthened through a close partnership between WMYC and WSSC. Collaborative planning, curriculum alignment, information sharing and coordinated transition activities support continuity of learning and wellbeing as students move from Year 9 into senior secondary education.
Programs and Opportunities
Students benefit from a broad range of co-curricular, enrichment and experiential learning opportunities that support personal development, engagement and a strong connection to the College. These include:
Instrumental music, choir and ensemble programs.
Performing arts opportunities.
Intercampus and interschool sport.
Camps and excursions that extend learning beyond the classroom.
Academic extension and advancement opportunities.
Careers education and activities that support future pathways.
These experiences encourage students to explore their interests, develop new skills, build positive relationships and contribute to the College community.