Junior School Principal-Range 3

About this role

Selection Criteria 1.Educational leadership (i) Outstanding capacity for visionary and exemplary educational leadership of a school or college. (ii) Highly developed skilled in leading and managing change including the leadership of others in the process of change. 2. Financial, managerial and administrative ability (i) Outstanding financial, organisational and resource management skills. 3. 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) 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. 4. 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. 5. 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. Role Junior School Principal Y7-9 The Junior School Principal plays a key strategic and operational role in leading and enhancing the learning experience for students in Years 7-9. The role has a whole-school focus on high-quality teaching and learning, student wellbeing, and the development of a strong, inclusive learning culture. As the figurehead for Years 7-9, the Assistant Principal will lead key transition processes, build a positive culture of student engagement, support complex case management, and ensure alignment of Tier 1, 2 and 3 supports across wellbeing and learning systems. Responsibilities Key Responsibilities • Lead the implementation, monitoring and evaluation of whole-school teaching and learning frameworks, including Positive Classroom Management Strategies (PCMS) and Social Emotional Learning (SEL). • Lead the Junior School learning experience through strategic oversight of student learning, attendance, engagement, behaviour and wellbeing outcomes. • Ensure effective alignment and implementation of Tier 1, 2 and 3 supports across the Junior School. • Lead the transition of students from primary school into Year 7, including Orientation, Melton Transition activities and commencement of the school year. • Oversee complex student support processes in collaboration with wellbeing, inclusion and teaching teams. • Lead the development and maintenance of positive learning culture processes and expectations across Years 7¿9. • Monitor, evaluate and report on student learning growth, achievement and engagement data to inform continuous improvement. • Lead feedback and review processes relating to teaching practice, professional learning and school improvement initiatives. • Promote and strengthen student voice, leadership and agency across the college. • Oversee induction programs for new students and support successful internal transitions, including end-of-year Step Up programs. • Lead initiatives that support student acceleration, extension and differentiated pathways. • Evaluate the effectiveness of Tier 1 practices and lead improvement strategies to strengthen classroom consistency. • Lead the Junior School Tutorial Program and associated learning support structures. • Oversee attendance improvement strategies and ensure compliance with attendance and census requirements. • Lead initiatives that develop student assessment and examination readiness. • Coordinate key Junior School events, including Orientation Day, Junior School and Year Level Assemblies, Parent Information Sessions and Step Up programs. • Build and maintain productive partnerships with students, families, staff and external agencies to support student success. Leadership Expectations • Provide strategic leadership consistent with the Victorian Public Sector Values and Department of Education Principal Class expectations. • Lead and manage change, build staff capability and foster a culture of continuous improvement. • Use evidence and data to inform decision-making, evaluate impact and improve outcomes for students. • Develop and sustain collaborative professional relationships that enhance teaching, learning and wellbeing across the college. Who May Apply Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching. Diversity and Inclusion 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. 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy 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: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview Other Information PREPARATION OF APPLICATION Applicants should adhere to standard procedures for the submission of written applications. Applicants may prepare their applications in any form desired, but the following recommendations are provided to assist all candidates: 1. Responses to criteria MUST be no longer than 10 pages using a font no smaller than size 12. 2. Applications should include a CV containing at least your address and contact numbers (business and private), classification, current position, evidence of qualifications and WWCC number 3. Applications should address all five of the Key Selection Criteria. 4. Applicants may nominate up to three (3) referees. 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: • The person must have provisional or full registration approved by the Victorian Institute of Teaching; and • if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and • a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools . Location Profile Junior School Principal- Join our outstanding team in 2027! We're on the lookout for a highly skilled and passionate Assistant Principal to be part of our dynamic school community. More about our amazing school: At Staughton College, we are deeply passionate about high-quality education and its positive impact on young people and their communities. For us, education is more than just imparting knowledge; it's about nurturing the whole individual, fostering a love for learning, and equipping students with the skills and values they need to succeed in life. Over the past decade, our college has grown significantly, now serving over 1,800 students with a dedicated team of 200 staff members. Our community thrives on the belief that students excel when their learning and well-being are closely connected. We are committed to creating an environment where every student has the opportunity to become the best version of themselves. Our guiding philosophy is grounded in equity of access and high expectations, ensuring that all children will learn and achieve their full potential. We ensure that all students leave Staughton College with a love of learning, a strong sense of self-worth, confidence, independence, risk-taking skills, and self-discipline. High expectations for learning and behaviour are tied to respect for the rights and responsibilities of all members of our community. Staughton College is a place where students are empowered to be dynamic members of our community, actively participating in both classroom learning and extracurricular activities. Through our Staughton Student Matrix, we explicitly teach and acknowledge key positive behaviours that enhance learning, effort, and respect. As an accredited Select Entry Accelerated Learning (SEAL) school, we offer specialized pathways for highly able students, ensuring they receive the support and opportunities needed to excel. A cornerstone of our philosophy is a staff culture that prioritizes strong relationships and open, meaningful conversations about what truly matters. This culture is not just a statement, it's something we live out every day. We consistently model and reinforce these values, ensuring we support one another while also holding ourselves accountable to the highest standards. We believe that by investing in every staff member and supporting them in being their best, our students will be best placed to thrive. This commitment is reflected in the ongoing support and the many opportunities we provide for professional growth in teaching and leadership. Our teaching staff use point-of-need data and assessments to plan personalized learning environments, effectively engaging students and meeting their unique needs. Our instructional model, based on the Marzano/Pollock GANAG framework, is used consistently across classrooms, ensuring deep learning. We also embrace a whole-school approach to curriculum development, where strong practitioners invest in writing robust curriculum frameworks, allowing teaching teams to focus on how to teach content effectively. At Staughton College, we strive to exceed expectations, fostering a culture where everyone-students and staff alike-can grow, learn, and achieve excellence.