Occupation: Principal and assistant principal

Location: Hume - Greater Shepparton

Reference:

Location Profile

Greater Shepparton Secondary College (GSSC) is a contemporary secondary school with a student population of more than 2,200 and a ‘small‑school’ atmosphere maintained through a House and Neighbourhood structure. The school supports a culturally diverse student body and provides comprehensive wellbeing and inclusion services, including a College Health Service, a Doctors in School program and an inclusive curriculum that reflects local Aboriginal and First Nations communities.

GSSC is equipped with state‑of‑the‑art facilities such as a double gymnasium, a theatrette, a green room, rooftop gardens and the Enterprise and Innovation Centre for the arts, media, science and technology. The school is located 180 kilometres north of Melbourne and serves the Greater Shepparton area, which has a rich cultural and linguistic diversity.

Role

Sub School Assistant Principals will contribute to the leadership and transformation of the school by building a culture that mirrors the college vision, values, mission and educational philosophy. Responsibilities include:

- Building a culture in the Sub School that mirrors college vision, values, mission and educational philosophy and ensures consistency of agreed practices across the College
- Contributing to excellence in teaching, learning and teacher pedagogy
- Leading the development of student connections to each other, to staff and to the school and building community participation and ownership of the new school
- Ensuring smooth running of their Sub School, consistent implementation of agreed practices, and that students demonstrate Aspiration, Integrity, Respect & Responsibility
- Representing the College well in the community
- Ensuring inclusion and development of all students from a wide range of backgrounds in the Sub School

Responsibilities

General Responsibilities

- Work with the Principal team to provide leadership and modelling of college values across the College
- Attend and actively contribute to Leadership and all other relevant college meetings and events
- Adopt college leadership and teacher expectations and model these to other teachers
- Hold staff accountable for implementing all college processes and procedures, such as the College Instructional Model and the agreed approach to SWPBS
- Contribute to the development of the GSSC Strategic Plan and Annual Implementation Plan
- Contribute to qualified learning at the College
- Support staff by modelling and coaching in effective classroom management practices
- Conduct performance reviews of a number of staff
- Communicate effectively with families, including managing difficult conversations and resolving concerns in a timely, respectful and solutions-focused manner

Specific Position Accountabilities

- Liaise with the Sub School Assistant Principal 10‑12 to ensure a team approach
- Support development of the House system 7‑12 and ensure alignment with other Neighbourhoods
- Champion student leadership and whole‑school House activities




- Convene Neighbourhood Year 7‑9 Suspension Meetings
- Work with the Enrolment Officer to advise incoming Middle School students

Student Well‑being

- Active member of the College SWPBS Team
- Oversee and guide implementation of the SWPBS program, ensuring accurate matrix, expected behaviours and referral systems
- Provide support and guidance to staff on SWPBS implementation
- Chair regular case‑management meetings for Sub School/House
- Implement MTSS, identify students requiring Tier 2 and 3 supports, coordinate appropriate supports and monitor their impact
- Ensure each student receiving Tier 2 and 3 supports has a case manager and that case managers meet mandated requirements
- Case‑manage allocated students requiring intensive Tier 3 supports and/or interventions
- Respond to major incidents as required
- Ensure consistent implementation of the social‑emotional curriculum within the Sub School
- Support House Leaders to monitor and provide additional support to teachers
- Implement the College Attendance Strategy within the Sub School
- Provide House Leaders with regular reports on students at risk

Curriculum & Pedagogy

- Ensure the College Instructional Model is implemented in classes within the Sub School
- Participate in College SIT weekly learning walks that relate to the College SIT focus
- Ensure curriculum is relevant, challenging and reflects College priorities
- Oversee development and implementation of the Connect Program for Years 7‑9

Assessment & Reporting

- Ensure assessment and reporting across the Sub School aligns with college policy
- Ensure teachers maintain up‑to‑date comprehensive records of student learning progress

Professional Learning & Meetings

- Participate as a member in your allocated School Improvement Team
- Convene Sub School meetings as indicated on the meeting schedule
- Convene weekly Sub School meetings of House leaders (and Homegroup Teachers as required)
- Lead and document regular and efficient meetings that are clearly focused on improving student learning
- Plan and facilitate regular team meetings focused on discussion and evaluation of student growth
- Integrate KE’s, MLO’s, Well‑Being and Careers support into Sub School meetings
- Build House Leader capability with a view to succession planning
- Facilitate House Leader development on understanding and interpreting data
- Provide positive communication channels between House Leaders and Homegroup Teachers
- Ensure co‑curricular activities in the Sub School are supported and promoted
- Ensure House leaders and Homegroup Teachers are informed of all professional learning opportunities




- Ensure opportunities to maximise student voice and agency
- Ensure House leaders hold fortnightly House assemblies as often as opportunities permit
- Provide regular updates on Sub School progress to the Neighbourhood and College Leadership

Transition

- Lead and coordinate the Year 6 to 7 transition process and inter‑year transitions, ensuring a positive, inclusive and successful transition supporting academic, social and emotional well‑being
- Develop a schedule of regular Year 7 Assemblies to explicitly teach expected behaviours
- Prepare a transition portfolio to be negotiated at the time of appointment

All Assistant Principals will have a part‑time teaching role. Other duties as directed by the 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. The Department recognises that safe, respectful and inclusive workplaces are essential to high performance and promotes flexible work and diversity across all schools. Reasonable adjustments for staff with disability are available (see workplace adjustment guidelines). For Aboriginal and/or Torres Strait Islander candidates additional support is available from the Koorie Outcomes Division (KOD) –

Child Safe Standards

Victorian government schools are child‑safe environments. All staff are committed to protecting students from abuse or harm in accordance with child–safe standards (

DE Values

Employees commit to the department’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Information available at

Conditions of Employment

- Access to a broad range of employment conditions and working arrangements.
- Appointment subject to satisfactory pre‑employment conditions check.
- Probationary period may apply during the first year; induction and support programs provided.
- Detailed information on terms and conditions available at

Qualification Requirements

- Provisional or full registration approved by the Victorian Institute of Teaching.
- If completed an Australian postgraduate initial teaching program or course of study on or after 1 January 2024, demonstrate satisfactory completion of an accredited postgraduate initial teacher education program.
- If graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016, demonstrate that the LANTITE requirement has been met (satisfied if part of the ITE program).
- Updated qualification requirements available at Recruitment in Schools.

Applications close Wednesday 29 July 2026 at 11.59pm

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📌 Assistant Principal-Range 2 Subschool Assistant Principal 7 - 9 (Shepparton)
🏢 State Government Of Victoria, Australia
📍 Shepparton