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 and administrative ability

•Outstanding financial, organisational and resource management skills.

3.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.

4.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.

5.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 and Training 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.

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

Please ensure that your application includes:

• a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• a section addressing the selection criteria and the requirements for application under the Who May Apply section
• names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name.

Consistent with policy, we shall advise you if we will take this action.

• 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.

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Leongatha Secondary College is a co-educational secondary college with a current enrolment of 640 students, located in Gippsland's famous dairy country and in the foothills of the Strzelecki Ranges. Forming part of the wider Leongatha Education Precinct (consisting also of Leongatha Primary School, South Gippsland Specialist School, TAFE Gippsland and the South Gippsland Bass Coast Local Learning and Employment Network), Leongatha Secondary College has a proud academic history and continues to provide a well-rounded, quality education for all our students in this 21st Century of learning. 

At Leongatha Secondary College, we are dedicated to assisting our students to be as successful as they can be during their time at the College, and in preparing them for their future beyond school. To that end, we have co-constructed the college's Effective Teacher and Learner Traits in consultation with the broader school community, including students, staff, parents and carers. By embedding these traits in our curriculum, not only are we directly responding to global, national and local needs, but we are nurturing successful and responsible citizenship. 

The College's Effective Learner Traits are: Motivation - self-motivated, organised and inquisitive; Respect - respects peers, teachers and the school; Resilience & Reflection - accepts, understands and uses feedback for improvement: and Self-Awareness - aware of strengths and areas for improvement. 

All members of the Leongatha Secondary College community are encouraged to take responsibility for their own actions. They are encouraged to contribute to a learning environment that is healthy, supportive and enables others to develop skills aligned to the Effective Learner Traits, as well as strong literacy and numeracy skills, and the ability to work alongside diverse viewpoints, cultures and needs. 

Every student at Leongatha Secondary College can experience success and we value the many different pathways that each young person wants to pursue in life. We also appreciate that we must equip them with a range of skills that are transferable across a broad spectrum of industries and which can be built upon further as they grow in their years beyond secondary education. To this end, our teachers understand that no two students are the same and their focus is on teaching the individual no matter where they are on the learning continuum. Our staff are adaptable, flexible and ensure that all students have an opportunity to develop and progress in the classroom and beyond. 

The College’s inclusive learning environment aims to empower all students to be the best versions of themselves. We strive to foster a supportive and caring atmosphere that allows students  to be challenged and to grow. We believe that all students can develop and achieve success across a range of curricular and co-curricular activities. By setting high expectations, we empower them and inspire confidence to take on responsibility for their own learning progress.

Our end goal is to ensure that students experience significant learning growth, particularly with respect to literacy and numeracy skills. While we acknowledge the fundamental importance of this goal, we also understand that students need and deserve  a positive school experience; to maintain and develop wellbeing and to feel a strong sense of belonging. We know that the happier the student, the more likely it is that they will experience success at school. We aim to make learning fun and look to celebrate successes at every possible moment, no matter how big or small. 

We are committed to ensuring that every student at Leongatha Secondary College receives a high quality education, has the opportunity to experience success, and develops a positive disposition to lifelong learning.