Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Assistant Principal - Range 2

Occupation: Principal and assistant principal

Location: Hume - Greater Shepparton

Reference: 1536354

Location Profile

Our way of doing things at GSSC

The saying goes at Greater Shepparton Secondary College (GSSC) that we are Greater Together! That is our families, staff and community all working together to support our young people, and our students leaning on these support networks to achieve their best.

Although we are a big school able to cater for more than 2,200 students, we have been able to retain a `small school¿ atmosphere through our House and Neighbourhood structure. Through this model, our students are able to feel a sense of Greater Belonging by having a house to call home. This provides students an prospect to build relationships with key neighbourhood staff, as well as with their peers through our Vertical Home Groups.

Building relationships and nurturing a student-centred culture is at the forefront of everything that we do here at GSSC. Our College and House Captains and specialist First Nations, Multicultural, Values, Environmental and Music Student Leaders provide invaluable student voice and input and role model our college values and ethos at various events and activities, both in the school and in the community.

Our award-winning Careers Team provide the supports our students need to set Greater Expectations for themselves and to aspire for excellence. While we ask our students to set high expectations of themselves and each other, we also recognise that achieving your personal best is just that, personal! This is why our careers pathway mentoring and counselling is targeted to each individual student and our curriculum is tailored at each year level.

In addition to this, our Wellbeing Team here at GSSC is focused on providing Greater Care to our students through a range of services and initiatives including our Doctors in School program, paediatric clinic, Program for Students with a Disability, Secondary School Nurses and Mental Health Practitioners. GSSC Wellbeing Officers are also based in each neighbourhood to support students on a day-to-day basis.

This team around the learner is further strengthened by our Ngarri Ngarri team, made by of six staff and a Team Leader who work across neighbourhoods to support First Nations students and their families. Our Multicultural Liaison Officers (MLO) provide this same support for our Culturally and Linguistically Diverse families and speak a range of languages including Arabic, Dari, Persian, Hazaragi, Swahili, Kirundi and Samoan. Both teams work in and outside of the classroom to promote active student participation, positive family engagement, a proactive home/school partnership, culturally safe learning environment and inclusive curriculum and teaching and learning practices.

Our Wellbeing and Inclusion Hub also including a range of external allied health and education agencies working in school to support students.

- Find out more about GSSC: https://www.gssc.vic.edu.au/
- Follow us on Facebook: https://www.facebook.com/GreaterSheppartonSC

Our facilities

Greater Shepparton Secondary College (GSSC) is among the most contemporary secondary schools in the country, featuring award-winning school design and cutting-edge facilities.

A double gymnasium, theatrette, green room and roof-top gardens are among features found in few secondary schools. GSSC¿s Enterprise and Innovation Centre for the arts, media, science and technology provides students with the subject choice and education pathways only a big school can deliver.

Our people

They say it takes a village to raise a child and the same goes for our school community ¿ we simply could not do it without our talented, diverse and passionate teaching and education support staff.

Whether it¿s in front of the classroom, maintaining our beautiful school grounds and facilities, in a leadership role, administration or providing extra support for our students and families, there are so many ways you can have a positive impact on the lives of young people here at GSSC.

Although we are a relatively new school, our people have built a fantastic workplace culture here at the college, through a induction and mentorship program supporting new staff. Our staff are also the driving force behind an active calendar of social events and opportunities to get to know one an other in a different way. Not only that but we have the benefit of living in a vibrant regional area that strives to foster a sense of community and offers a wide range of sport and recreation choice and caters to a growing food and wine culture.

Teaching in Greater Shepparton also means having the very best in professional learning and inspiration on your doorstep, with the city being home to one of the few regional centres of the Victorian Academy of Teaching and Leadership, building on the Bastow Institute of Educational Leadership based in Melbourne.

The Academy provides an unprecedented opportunity for our best teachers to develop their skills and become recognised as state-wide leaders in teaching excellence, while still teaching in their Shepparton classroom.

- Find out more about the Academy here: https://www.academy.vic.gov.au/
- Here from our talented teaching staff about why they love teaching in our community:
- https://www.youtube.com/watch?v=MvLX0wXi7LA
- https://www.youtube.com/watch?v=IDBLqF3dyWs

Our community

GSSC is a reflection of its community in that it is a highly multicultural school and welcomes students from all ethnic and cultural backgrounds. We are committed to creating a school community where all members of our school community are welcomed, accepted and treated equitably and with respect.

GSSC stands on the Country of the Yorta Yorta and Bangerang peoples, nations, tribes and clans and the Greater Shepparton area is home to the largest population of Aboriginal and Torres Strait Island people outside of Melbourne.

Greater Shepparton is located 180 kilometres north of Melbourne, with a population of 66,000. It is the fifth-largest city in regional Victoria and consists of Shepparton city, Mooroopna and Tatura.

The area is a culturally and linguistically diverse community with almost one quarter of the population born overseas in more than 50 different countries. Migrant communities are predominately from Italy and Albania and settled in the region after World War II. In the following years, refugees have come from Iraq, Kuwait, and the Democratic Republic of Congo. The most recent arrivals have come from Afghanistan, Iran, Sudan and other parts of Africa.

- More about our First Nations history and diversity here: Shepparton and Goulburn Valley Destination Rebrand Hero Video - YouTube
- More about the Greater Shepparton community here: https://greatershepparton.com.au/region/moving-here

Our history

GSSC was formed by the merge of four secondary colleges in Shepparton and Mooroopna,



as part of the Shepparton Education Plan - a 10-year Victorian Government strategy to transform Shepparton¿s education system for young people from early learning, through to primary and secondary school, and beyond to higher skills and further education.

GSSC commenced in 2020 across the four campuses: Shepparton High School, McGuire College, Wanganui Park Secondary College and Mooroopna Secondary College.

Our combined campus, built on the former Shepparton High School site on Hawdon Street, opened in 2022 bringing students from all four campuses onto the one site.

- More on Education Plans Victoria here: https://www.vic.gov.au/education-plans

Selection Criteria

Please address the following state-Wide Criteria:

(1) Educational Leadership

- Outstanding capacity for visionary and exemplary educational leadership of a school or college.

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

(2) Financial, Managerial & Administrative Ability

- Outstanding financial, organisational and resource management skills.

(3) Planning, Policy & Program Development & Review

- Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

- Demonstrated ability to implement Department policies to a high level.

- An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

(4) Leadership of Staff & Students

- A highly developed capacity to motivate staff, develop their talents and build an effective team.

- 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 & Communication Skills

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

- Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

- An ability to work with parents and the community to develop a strong learning environment

(6) Local Criterion

Using data to monitor the implementation of positive education programs ensuring there is consistency in practice, resulting in continuous improvement in student engagement and connectedness.

Role

The AP2 Positive Education Leader at Greater Shepparton Secondary College will play a pivotal role in driving school improvement by leading the development and implementation of a consistent, college¿wide approach to creating a calm, orderly, and supportive learning environment. This position will guide the school¿s transformation efforts to ensure every student experiences an excellent education and meaningful future pathways, underpinned by shared practices, aligned expectations, and a unified commitment to student wellbeing and engagement.

This role will:

- Foster a culture aligned with the college¿s vision, values, mission, and educational philosophy, ensuring consistency in agreed practices across the school

- Contribute to excellence in teaching and learning by strengthening teacher practice and pedagogy

- Lead initiatives that build strong connections between students, staff, and the wider school community

- Promote and strengthen community engagement, encouraging participation and shared ownership of the school¿s growth and direction

The role will also ensure:

- All students explicitly learn and demonstrate the values of the college

- Consistent implementation of agreed practices across all areas of the school

- Inclusive support for the engagement, wellbeing, and development of every student within the diverse Sub-School community

Responsibilities

GENERAL RESPONSIBILITIES

- Work in close partnership with the Principal Team to provide strategic leadership and visibly model the College¿s vision, values, and high expectations in all aspects of school life

- Attend and actively contribute to Leadership Team meetings, as well as all relevant college meetings, events, and forums, demonstrating a strong commitment to whole-school improvement

- Model exemplary professional practice by consistently enacting college leadership and teaching expectations and support colleagues to embed these practices in their work

- Contribute to the development, implementation, and evaluation of the College Strategic Plan and Annual Implementation Plan, ensuring alignment with key priorities and improvement goals

- Lead and contribute to high-quality professional learning across the College, building staff capability and fostering a culture of reflective practice and continuous improvement

- Undertake the Performance and Development process for allocated staff, including goal setting, observation, feedback, and coaching to support professional growth and accountability

- Support the implementation of the VTLM2.0 in collaboration with the wellbeing and inclusion teams

SPECIFIC POSITION ACCOUNTABILITES

The AP2 Positive Education Leader has ultimate accountability for the quality of implementation of the College¿s Tier 1 Wellbeing interventions. The AP2 Positive Education Leader will:

SWPBS/Restorative Practices:

- Lead the College¿s SWPBS Team to develop and implement a Tier One Action Plan based on the essential features of SWPBS, including working closely with the Data SIT regarding the development of chronicles and monitoring of these

- Coordinate the SWPBS team that will meet regularly, AIRR tickets focus, monitor data collection and deliver professional learning

- Manage and facilitate operating the AIRR Shop

- Where relevant, participate in the Neighbourhood SIT meetings to support analysis of SWPBS data as part of inquiry cycles, including the identification of possible interventions based on the SWPBS Solution Plan protocol

- Regularly participate in Learning Walks with Leadership team members to monitor SWPBS implementation

- Participate in House Meetings to support the House Leaders to oversee implementation of SWPBS within their house

- Lead and implement Restorative Practices and ensure Restorative Conversations are an embedded process in the College

- Oversee the Home Group curriculum, including regular explicit teaching of the school¿s values and SWPBS expectations

- Providing coaching support (including modelling and team teaching) with House Leaders and other teaching staff within the classroom

- Work closely with the school¿s external SWPBS coach to monitor fidelity of implementation

- Facilitate the Student Values Leadership program.



Develop a timeline of events led by the students to actively promote the College values

- Conduct relevant staff and student surveys to ensure continuous improvement

Social-Emotional Curriculum:

- Establish a team to plan and document the Connect Curriculum (including Respectful Relationships) for GSSC.

- Incorporate student voice within the development of both the social-emotional curriculum and the annual calendar

- Monitor consistent implementation of the social-emotional curriculum across the Neighbourhoods and provide supports to staff as needed

Enrolments:

- Guide families through the admissions process, while facilitating course selection, all with the goal of driving fast and appropriate placement for all students

- Maintain a data base that will track and analyse enrolment and class data

- Work in conjunction with the Enrolments Registrar to assist families through the enrolment process, from initial enquiry, enrolment application, interview, letter of offer, orientation documentation, commencement information, documentation follow up and commencement

- Meet regularly with Sub-School Leaders to identify Neighbourhood, House and class placements

- Work collaboratively with the AP2 Sub School Leaders (Yr 7-9) to facilitate and support Year 7 students successful transition into the college

- Planned and systematic follow up (via telephone and email) of enrolment leads and enquiries

- Data entry of enquiries and enrolment forms and in conjunction with the Registrar update and maintain the enrolments database

- Develop the yearly overview document for the Enrolments process to ensure the administration office is organised and communication is sent at precise times throughout the year

- Maintaining an up-to-date knowledge of the College¿s attributes and enrolment processes

- Organising and conduct tours of the College

- Promoting the School and its many attributes in a positive manner in all dealings with current and prospective families

- Coordinate the fee-paying international students¿ program

Professional Learning & Meetings:

- Convene and lead fortnightly SWPBS team meetings

- Participate in all team training and specifically Team Leader Training.

- Facilitate regular professional learning for staff to support the social-emotional curriculum.
- Facilitate regular professional learning for staff to support the SWPBS

Communication:

- Facilitate regular communication with families around the school¿s expected behaviours and actions the school is taking to support those behaviours

- Updated information is provided to staff through the weekly Staff Connect

This Assistant Principal Position has a teaching load that will be determined by the Executive Principal.

Other duties as required by the Executive Principal.

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.

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

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.

Applications close Friday 14 August 2026 at 11.59pm

Posted

30 July 2026

📌 Positive Education Leader (Shepparton)
🏢 Government schools
📍 Shepparton