SC1 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.

SC2 Financial, managerial, and administrative ability

• Outstanding financial, organisational and resource management skills.

SC3 Planning, policy and program development and 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.

SC4 Leadership of staff and 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.

SC5 Interpersonal and 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

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.

Typically, assistant principals perform one or more of the following functions:

•    supervision and coordination of the work of senior curriculum or level coordinators;
•    allocation of budgets, positions of responsibility and other resources within the area of responsibility;
•    supervision of the delivery of teaching programs;
•    management of programs to improve the knowledge and experience of staff;
•    responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
•    contribute to the overall management of the school;

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

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.

Nathalia Secondary College aims to prepare students for an ever-changing world. Developing teenagers into young adults and giving them the knowledge and skills to be work ready or continue with further studies when they leave our college. Creating, in partnership, with parents and community; students who are well balanced, respectful, motivated, aspiring and contributing citizens.

At Nathalia Secondary College our vision is to inspire successful and passionate learners.

All members of the college community live the school values C.L.E.A.R.

• Caring
• Learning
• Excellence
• Accountability
• Respect

Social - community and demographic

• Nathalia Secondary College was established in 1919. We have an excellent reputation as a public school in our community. We have a great tradition of excellence and being able to put the student at the centre of everything we do. We aim to get each student either work ready or onto further study.
• Current SFO of 0.5717.
• Nathalia is a 'can do' community. We support one another while being caring and concerned for each other.
• Student voice is an integral part of college planning.
• Enrolments are currently sitting at 112 students in 2022.
• Staffing consists of a Principal, Assistant Principal and Leading Teacher and Learning Specialist. There is a total of 15 teachers and 9 educational support staff.
• We have a house system and we offer a variety of co-curricular enhancement and enrichment activities for our students.
• With our small numbers, we look after the individual in a holistic way. Having said this, curriculum is set with Year 7/8(electives in Arts and Technology), 9/10(electives across Arts, Science, Humanities, PE and Technology) and Senior School certificates.
• An active School Council that values parent contributions about the direction of our College and how we maintain our good reputation whilst challenging, preparing and engaging our students (their children).
• We seek the support of our community through the Nathalia Learning Community, also with links to local businesses. We use this to value add to our Careers program.
• 50% of our staff are based and live in the local community, which is a positive in a rural town.
• Our unique partnership with St. Mary of the Angels Catholic College is very positive and beneficial; with sharing of VCE classes and the Trade Training Centre project enhance opportunities for all students.
• Together with Nathalia Primary School, St Mary of the Angels and St Francis Primary Catholic School we form the Nathalia Learning Community. Ensuring the delivery of a consistent approach to education in Nathalia. We are all proud of this alliance as it ensures great outcomes for students as well as being a pillar for the commerce priorities of a small rural thriving community.

Educational

• Innovative, vibrant and progressive educational provision for Year 7 - 12.
• VCE,VET and VCEVM / VPC courses.
• Provider for VET – Building and Construction Cert II and Salon Assistant Cert II
• We offer enough within our curriculum which builds capacity in our students to meet the challenges of a world outside of our College and ensure they can be active contributors to the community they live in.
• Many of our activities are driven by student passion and interests, which does make for engaging programs.
• Staff and parents are very supportive of initiatives that are offered.
• Excellent pathways so students can be successful in gaining access to tertiary placements, apprenticeship, traineeships, work and TAFE options.
• Successful exit destinations that meet student’s aspirations.
• Literacy initiatives, HIT's and Teaching Practices are our highest priority across all levels.
• Every teacher is a Literacy Teacher.
• Positive Behaviour in Schools is the model for managing student behaviour.

Technological

• We aim for a 1:1 allocation of computers through specified or school provided devices.
• Every learning space has Wi-Fi capability for staff and students.
• All teaching staff have laptops and/or iPads.
• Staff and Students use the student management system, SIMON.

Environmental

• Grounds are well maintained, including grassed areas and natural flora surrounds.
• In 2020 a new modular building was installed and provides a new admin front office, foods room and new toilet facilities.
• In 2021 a new PE shed was built to house a gym and music facilities.