Assistant Principal Range 1

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Assistant Principal - Range 1

Occupation: Principal and assistant principal

Location: Melbourne - Western suburbs

Reference:

Selection Criteria

1.School Values

A highly developed capacity and commitment to Sunshine Colleges values of Growth, Learning, Relationships and Wellbeing, and to a collaborative approach to leadership that supports unified decision-making, shared accountability, and sustained improvement across all campuses.

2.Educational leadership

Highly developed skilled in leading and managing change including the leadership of others in the process of change.

3. Financial, managerial and administrative ability

Outstanding financial, organisational and resource management skills.

4. Planning, policy and program development and review

(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high qualify student outcomes.

(ii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

5. 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.

6. Interpersonal and communication skills

Highly developed interpersonal and communication skills in individual, small group and community contexts.

Role

The Assistant Principal Range 1 reports directly to and works in collaboration with one of the schools Range 3 Assistant Principals.

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. 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.

Responsibilities

Common responsibilities across all Principal Class Positions

• Consistently model collaborative, inclusive, aspirational professional practices in line with whole school expectations.
• Maintain an up to date understanding of Department of Education directions, policies, and state-wide initiatives, and apply this knowledge to school-based decision-making.
• Make decisions and lead initiatives that clearly reflect and promote the schools values of Growth, Learning, Relationships, and Wellbeing.
• Support and coach staff and teams to take ownership of their work and demonstrate accountability for achieving the schools Strategic Plan targets and goals.
• Collect, analyse, and respond to key data sets, including those reported to the Department and the wider school community, to inform improvement efforts and measure impact.
• Implement school policies and initiatives with fidelity, demonstrating alignment with whole-school priorities and a strong commitment to unified leadership direction.
• Actively advocate for the college to a broad range of stakeholders, supporting community connection and engagement.

Role specific responsibilities

• Contribute to the strategic management and optimisation of the colleges physical and human resources to support improved student outcomes.
• Support the effective implementation and use of systems, tools, and processes that enhance teaching, learning, and student engagement.
• Oversee the implementation of whole-school structures that help students prepare for learning, track their progress, and measure the effectiveness of teaching programs.
• Lead the evaluation of whole-school programs to determine their impact on student outcomes, using data to inform improvement.
• Provide leadership and guidance in the ongoing development and implementation of the colleges Disability & Inclusion program.
• Support the consistent implementation of school and Department of Education policies that influence student achievement and ensure all students can access the curriculum.
• Build and maintain strategic partnerships with tertiary institutions to raise student aspirations and support post-school pathways.
• Build and lead staff collaboration and professional networks, including the strategic use of CREW time for professional learning and team development.
• Lead and support the schools PLCs and QR&D groups to achieve continuous improvement.
• Support student transitions on entry, throughout and at conclusion of their time at SC
• Lead and support staff and teams to take shared responsibility for achieving the goals outlined in the School Strategic Plan.
• Contribute to student administration, with a particular focus on enrolment process and the effective transition of student data from feeder primary schools.

• Promote and monitor staff wellbeing initiatives to foster a sustainable and positive professional culture.

• Reports to AP3 for Strategy & Accountability

Who May Apply

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.

EEO AND OHS Commitment

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

Child Safe Standards

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:

DE Values

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:

Other Information

The hours of work for Assistant Principals will be in accordance with the Teaching Award. There is an expectation that Assistant Principals will attend meetings and public events scheduled after school and in the evening on occasions throughout the year.

The following recommendations on the preparation of applications are provided to assist all candidates:

Applications should include a CV containing your address and contact numbers (business and private), classification, current position and VIT number

Applications should address all six of the Key Selection Criteria.

Applicants should nominate up to three (3) referees and provide their contact details. Nominated referees should be individuals who can make relevant comments regarding the applicant in relation to the Key Selection Criteria.

Conditions of Employment

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at

VIT LANTITE

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.

Location Profile

Sunshine College operates as a two site multi-campus school in North and West Sunshine with responsibility for serving the educational needs of around 1000 young people, employing approximately 140 staff. We are currently entering an exciting renewal phase in our teaching and learning practices and physical structure, including the opening of new facilities.

The Sunshine community is wonderfully diverse, with a strong sense of pride and identity.

Our college reflects this diversity with a wide range of teaching & learning programs across both campuses. Our successful mainstream programs being augmented by the curriculum delivered at Harvester Technical College, located adjacent to the North Campus of Sunshine College. The Harvester Technical College through its teaching staff provides innovative best practice approaches in vocational education based around applied learning. We have developed strong links with major industries and business partners, in guiding the curriculum development and in building relationships to support outcomes for students. Teachers at the HTC operate in a team environment, integrating curriculum around learning projects for a dynamic year 10-12 student cohort.

Teachers across both of the 7-12 campuses of Sunshine College are expected to be creative of new and innovative approaches to teaching and learning, with an understanding that students learn best through discovery, research & development processes and especially when this learning is linked to applied situations.

Our students average growth rate in NAPLAN Reading and Numeracy from Year 7 to Year 9 is at or better than state averages.

A major and exciting challenge for us is to become one of the leading schools in Victoria on how literacy issues are positively addressed. Students in Years 7 to 11 are involved in the SunLit program, receiving structured literacy lessons throughout the week.

Maths staff are regular presenters at the Mathematics Association of Victoria Annual Conference and were acknowledged for their work in Numeracy in winning the Lindsay Thompson Award for Excellence in Education.

Each year our students achieve high ATAR scores and have won Premiers Awards and the VCE Achiever of the Year Award placing them among the top elite students in Victoria. The duxes of the school over the last years are studying Commerce, Law, Medicine, Engineering and Education. Our outcomes for students graduating from the HTC into apprenticeships, work or further study are exceptional.

The College supports the broader community in a number of ways through community curriculum initiatives, largely coordinated in our Connect and Pathways courses run at Years 7 to 10.

We are committed to maximising learning outcomes and life opportunities for our students by providing high quality learning experiences which will empower them to continue to learn, adapt to changing circumstances, and create opportunities for themselves, while valuing self, others, and their environment.

Our core school values focus on GROWTH, LEARNING, WELLBEING and RELATIONSHIPS. These values guide our philosophy in how we educate and support our students and nurtures our belief that all students can learn.

Staff work in supportive Focus Groups, at times they team teach and are committed to continual personal and professional growth, and accept new educational challenges as a natural part of their professional lives.

Staff at Sunshine College have worked together to develop what we call a core plus instructional model that allows for domain specific innovation and creativity but is underpinned across all domains by five core instructional practice principles:

• Learning Intention articulated and reflected on
• Readiness for Learning determined
• Activities that Target Individual Success delivered
• Quality Feedback provided
• Reflection undertaken

We believe that our teaching staff are by far the most valuable resource of the school. We know that it is our teachers who ultimately make the difference for students, and we support them accordingly.

The Victorian Auditor-Generals Office tabled a report in the Victorian Parliament titled The Effectiveness of Student Wellbeing Programs and Services. Sunshine College was chosen to talk to representatives of the VAGO about our successful well-being approaches and programs.

Our performance and development culture is based around the collaborative work of staff in professional learning teams where curriculum is collegiately designed and consistently delivered across classrooms and campuses and where self-reflection is critical to enhancing the craft of teaching.

Sunshine College promotes the safety, participation and empowerment of all children, including those with a disability. Our culture is based on Collaboration, Aspiration and Inclusion. Our College is culturally safe for indigenous children and for those from culturally and linguistically diverse background. We encourage applications from indigenous peoples and from culturally and linguistically diverse backgrounds.

If this is a school, you would like to be part of I would encourage you to formally apply for the position.

Applicants will need to hold valid tertiary qualifications and be able to meet Victorian Institute of Teacher registration requirements.

Please note Sunshine College reserves the right to contact colleagues other than those listed as referees.

Applications close Sunday 7 September 2025 at 11.59pm

Posted

20 August 2025

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