Assistant Principal – Karama Primary School

Job description

Agency Department of Education and Training Work unit Karama Primary School

Job title Assistant Principal – Karama Primary School Designation Senior Teacher 3

Job type Full time Duration Ongoing

Salary $153,913 Location Darwin

Position number 5973 RTF Closing 10/09/2025

Contact officer Chantel Canning, Principal on or

About the agency

Apply online

APPLICATIONS MUST INCLUDE A ONE-PAGE SUMMARY ABOUT YOU, A DETAILED RESUME AND COPIES OF YOUR TERTIARY

QUALIFICATIONS.

Information for applicants – inclusion and diversity and Special Measures recruitment plans

The NTPS values diversity. The NTPS encourages people from all diversity groups to apply for vacancies and accommodates people with

disability by making reasonable workplace adjustments. If you require an adjustment for the recruitment process or job, please discuss this

with the contact officer. For more information about applying for this position and the merit process, go to the OCPE website. Aboriginal

applicants will be granted priority consideration for this vacancy. For more information on Special Measures plans, go to the OCPE website.

Primary objective

The Assistant Principal will play a vital role in delivering the vision of Karama School by providing support for the principal in the leadership

and management of the school.

Context statement

Karama School is located in the heart of the Northern Suburbs of Darwin. Enrolment averages around 200 students. The community is diverse,

welcoming students from a wide variety of cultures and backgrounds. At Karama School, Aboriginal and Torres Strait Islander students

comprise 52% of enrolments, and 81% identify as EAL/D. We have nine classes, as well as a Preschool group, an Early Learning TATA Centre,

a YiSSA two-way learning class, a Learning Enhancement Unit, and a Nemarluk Satellite class. The staff possess a diversity of skills and

experiences, with a whole-school commitment to ongoing, best-practice, evidence-based learning and pedagogy that are visible in our

classrooms. Karama Primary School utilises several whole-school approaches and programs, such as Explicit Direct Instruction (EDI), Daily

Reviews, our phonics program - Let's Decode, Spelling Mastery, and MiniLit Sage, EMP and Shaping Minds mathematics, the Berry Street

Education Model (BSEM), MTSS, and Positive Behaviour Support (PBS).

Key duties and responsibilities

1. In collaboration with the Leadership Team, build the capacity of teachers to implement a comprehensive curriculum using evidence-

based teaching practices to lead, monitor, and coach school-wide staff teams in the delivery of whole school learning programs and

pedagogical practices.

1. Provide educational leadership in the development of curriculum, assessment and the school's pedagogical model and practices, and

provide appropriate input into professional development of staff in areas such as Mathematics, English and English as Additional

Language or Dialect (EAL/D) strategies, and Students with Additional Needs.

1. Support the Leadership Team in the provision of the most effective human, financial and physical resources per departmental policy, to

meet the identified needs of the school community.

1. Provide advice, through on going monitoring and reporting, to the principal, on strategic, educational and administrative matters to

achieve quality educational outcomes.

1. Work closely with relevant community stakeholders to support the school's range of engagement programs aligning to the Learning

Enhancement Unit.

1. Manage the daily organisation of the school, including staff absences and timetabling.
2. Undertake a teaching load as required.

Selection criteria

Essential

1. Demonstrated experience in strategic leadership that has resulted in the development of sustainable strategic school improvement,

leading to improved student learning and wellbeing outcomes.

2. Comprehensive knowledge of curriculum, assessment, and student welfare with the ability to achieve inclusive evidence-based whole

school teaching and learning programs, for a diverse learning cohort.

3. Ability to lead and model evidenced based high impact teaching practices and be committed and capable of leading pedagogical

change aligned to the school's Strategic Plan and vision.

4. Leadership skills to build capacity and manage the performance of individuals and teams in line with human, financial and physical

resources.

5. Excellent communication and interpersonal skills with the capacity to build visible strengths-based leadership relationships with

external agencies, and engage students, staff, parents, and the wider community in the school's improvement journey.

6. Demonstrated ability to differentiate the curriculum to support teachers to engage students and develop dynamic Individual Education

Plans that respond to the social, emotional, behavioural and academic learning needs in consultation with all stakeholders.

Desirable

1. Relevant training in whole school programs/frameworks such as Explicit Direct Instruction, School Wide Positive Behaviour Support

(SWPBS), Berry Street Education Model (BSEM), Let's Decode Phonics Program, Spelling Mastery, Mini-Lit, MTSS, EMP and Shaping

Minds.

1. Relevant post-graduate tertiary qualification in educational leadership or equivalent.

Further information

The selected applicant must hold full Registration with the Teacher Registration Board of the NT (TRB), a current NT Working with

Children Notice (Ochre Card) or the ability to obtain prior to commencement.