Assistant Principal-Range 2 - Curriculum

KSC 1. Educational leadership 1.1 Outstanding capacity for visionary and exemplary educational leadership of a school or college. 1.2 Highly developed skills in leading and managing change including the leadership of others in the process of change.

KSC 2. Financial, managerial and administrative ability 2.1 Outstanding financial, organisational and resource management skills.

KSC 3. Planning, policy and program development and review 3.1 Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high-quality student outcomes. 3.2 Demonstrated ability to implement Department policies to a high level. 3.3 An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

KSC 4. Leadership of staff and students 4.1 A highly developed capacity to motivate staff, develop their talents and build an effective team. 4.2 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.

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.

Providing strategic leadership for the whole-school curriculum, ensuring a coherent, sequenced and evidence-informed curriculum aligned with the Victorian Curriculum 2.0 and the priorities of the Gowrie St Primary School Strategic Plan 2026-2029.

Using the Victorian Lesson Plans, defining and communicating what students should know, understand and be able to do at each stage of their schooling at Gowrie St Primary School.

Leading the development, implementation and review of whole-school curriculum scope and sequences, curriculum frameworks, learning progressions and agreed expectations for student learning, across all curriculum areas.

Establishing clear whole-school expectations for curriculum mapping including: content, knowledge, skills, vocabulary and learning progression, ensuring that essential learning is identified and prioritised across Foundation - 6.

Leading the identification of essential knowledge and curriculum priorities within each learning area, ensuring students experience a coherent progression of learning from Foundation to Year 6, inclusive of camps, incursions and excursions which link directly to the Victorian Curriculum.

Ensuring curriculum planning reflects the needs of a diverse and growing school community and provides appropriate extension, enrichment, intervention and reasonable adjustments so that all students can access high-quality curriculum.

Leading whole-school curriculum review and renewal, ensuring curriculum decisions are informed by student achievement, growth, assessment evidence, student voice and emerging educational priorities.

Working with curriculum and professional learning leaders to establish a shared understanding of what high-quality curriculum looks like at Gowrie St Primary School.

Leading curriculum priorities to be translated into clear expectations for planning, assessment and reporting across the school, during PLC time and in every classroom, across all curriculum areas.

Leading the development of a coherent whole-school assessment framework that identifies what is assessed, when it is assessed and how evidence of learning is used to inform curriculum decisions.

Establishing clear expectations for the collection, analysis and use of student learning data to identify achievement, growth, learning needs and areas requiring additional support. A clear focus on vulnerable cohorts of students and mapping strategies for students in vulnerable cohorts growing in their wellbeing and learning outcomes.

Leading the systematic use of assessment data to monitor progress towards the Strategic Plan targets, including NAPLAN achievement and growth and teacher judgement against the Victorian Curriculum 2.0.

Building staff capability to understand and interpret assessment evidence.

Leading assessment practices to provide meaningful information about student learning and inform decisions about curriculum, intervention, extension and future teaching priorities.

Monitoring whole-school student learning trends and providing advice to the Principal and leadership team regarding curriculum priorities, resourcing and improvement strategies.

Working as a member of the Principal Class to provide strategic leadership for the implementation and evaluation of the School Strategic Plan and Annual Implementation Plan.

Leading the development of sustainable structures that build a whole-school learning-leading-feedback culture and ensure consistency of curriculum, assessment and expectations as Gowrie St Primary School grows.

Providing leadership coaching to curriculum leaders, professional learning teams and other staff responsible for curriculum implementation, ensuring alignment with agreed whole-school priorities.

Leading whole-school teaching and learning priorities while working collaboratively with other leaders.

Leading whole-school curriculum decisions to be translated into clear, manageable and measurable priorities for staff.

Leading evaluation of the impact of curriculum, assessment, inclusion and attendance initiatives against agreed measures of student learning, wellbeing and engagement.

Supporting the Principal in determining strategic priorities for staffing, professional learning, resources and budgets associated with curriculum, inclusion and attendance.

Demonstrating deep gratitude, learning-leading-feedback culture and high expectations, growth and excellence in every interaction.

Leading in such a way that ensures every student is provided with the best opportunities to achieve strong learning and wellbeing outcomes.

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 marrung@education.vic.gov.au

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

Gowrie Street Primary School is seeking an Assistant Principal to join the leadership team in 2027 - or earlier by negotiation. We are looking for an enthusiastic and highly capable leader who is committed to high expectations, inclusion and improving outcomes for every student, and who is excited to contribute to the continued growth and improvement of our school.

We strongly encourage interested applicants to attend a school tour before applying or please call the Principal, Tim Davis on 0429 054 454 to discuss the role.

Joining the leadership team of a school at the beginning of a new leadership cycle is an important decision, and we want the process to be the right fit both ways. A tour will provide an opportunity to see our learning spaces, understand our context, hear more about our curriculum, wellbeing and inclusion approaches, meet the Principal, and consider whether Gowrie St Primary School is the right professional fit for you.

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx