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Form of workThese positions will have a 7-12 focus and will be based at either Wodonga Middle Years College Wodonga Senior Secondary College.
There is a concentrated focus on communication, cooperation and transition between. Both schools foster strong links with neighbourhood feeder primary schools. The Wodonga Federation of Government schools ensures that this communication and cooperation happens between all schools within Wodonga
Wodonga Middle Years College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. The clear strategic intention is to maximize opportunities for all students by developing their talents and challenging them to have high aspirations so they achieve their potential and become logical, self-aware, collaborative and inquisitive. Importantly, Wodonga Middle Years College seeks to develop skills and competencies, so students are well prepared for future study in the next stage of their education.
Formed in 2006, Wodonga Middle Years College (WMYC) caters for 1000 students in Years 7 to 9 on three campuses: Felltimber, Huon and the Flying Fruit Fly Circus School.
The development of one Middle Years College with two campuses is providing the flexibility associated with larger schools while still maintaining opportunities for the development of strong relationships and knowledge of student needs that is enhanced in smaller schools. The College also provides unique opportunities for teachers to develop extensive teaching expertise in this important stage of schooling - the middle years.
The College has created opportunities for teachers who wish to accept the exciting challenge of teaching in a uniquely authentic middle school program that develops high expectations and levels of engagement, which can make real differences to the lives and aspirations of young people.
Wodonga Senior Secondary College is built on the foundations of over 60 years of secondary education in the Wodonga district. We offer the greatest choice for senior secondary education in Wodonga and the ability to enable all students to choose their individually suited pathways for success. Our aim is to provide all students with the maximum opportunity for personal and academic growth in a supportive environment, one specially designed to advance students in their later secondary years.
Through our Student Agency all students are provided with personal counselling and careers information to assist in the transition from school to the years beyond, from Tertiary education choices, apprenticeships, traineeships to job preparation. The options open to our students have no bounds.
Students have access to the widest range of VCE and VET specialist teachers and facilities in Wodonga, an adult work environment, and the broadest mix of sport, music, drama, art and extra-curricula activities ever offered in the Wodonga area.
Wodonga Senior Secondary College is committed to maximising the potentials of every student.
Administered by the Senior College four centres at Benalla, Shepparton, Seymour and Wodonga form the NEFLCN. Over 350 students enrol for a variety of reasons and circumstances as they have been out of school for extended periods of time and have difficulty engaging in mainstream settings. The program is built on establishing positive relationships by focussing on the individual needs of each student as they assist them back into education, training or employment.
Further information about the schools can be found through links on the Wodonga Federation of Government Schools website at the WFGS website www.wodonga.vic.edu.au or the Executive Principal Vern Hilditch.
(a) Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college. (ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
(b) Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
(c) Planning, policy and program development and review
(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality 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.
(d) Leadership of staff and students Ministerial Order 1038 (as amended by Orders 1267,1328,1354 & 1360) 82
(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.
(e) 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.
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.
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).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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
- 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.
