Assistant Principal: Teaching and Learning

The College opened on its present site in 1955 and is nestled in a picturesque valley surrounded by rolling red gum hills. The Glenelg River meanders through the township. Casterton is 353km. west of Melbourne and is approximately 70 km. from Hamilton and Mt. Gambier. Casterton Secondary College services the needs and provides opportunities for the people of Strathdownie, Dergholm, Coleraine, Merino and Casterton.

Enrolment and Demographics

Casterton Secondary College is a single campus, Year 7 - 12 school. The 2024 enrolment is 116 students. Our students come predominantly from rural or related backgrounds; there are low levels of students born overseas and very few students of Koori background.

We currently have 13 teaching staff (including the Principal Class), with part-time staff this equates to 12 effective fulltime positions. There are 10 non-teaching staff including Integration Aides and we have a school doctor and nurse.

Educational

Students at Years 7 to 10 study a core curriculum of English, Maths, Humanities, Science, PE/Health, Science, Agriculture/Horticulture, Technologies and Art.

Year 11 and 12 students select individual pathways.

The College makes every effort to provide a broad range of choices at VCE level, including access to subjects via the Virtual School. In addition to a large offering of VCE subjects, VCE Vocational Major and Victorian Pathways Certificate also operate. Additionally, we have an SBA and SWL student stream.

Students benefit from the educational experiences on the adjacent 16-hectare school farm which runs sheep and cattle. They also participate in applied learning programs such as oenology, aquaculture, viticulture, and produce both glasshouse and hydroponically grown vegetables and herbs. Information can be sourced from our website www.castertonsc.vic.edu.au  

The College offers a wide range of extension and enrichment programs including an instrumental music program and sport. Students participate in a range of competitions including subject competitions.

Technology

The College has two rooms of computers and a ratio of one computer to one student which includes a combination of three trolleys of netbooks, i-pads and desk top computers. The school Intranet provides storage and pick up facilities for all students and staff. Wireless connectivity enables all staff to access the network and the internet from anywhere in the school. Smart Televisions are installed in all classrooms.

Environmental- grounds and facilities

The College grounds are extensive and well maintained providing an inviting environment to the College community and visitors. Sporting facilities include a multipurpose stadium, ovals, a covered passive recreation area and cricket nets.

Students also have access to outdoor gym equipment (five stations) as part of a soon to be developed walking trail.

State-of-the arts technology facilities and equipment (including a drone, plasma cutter etc.) supports students to study a wide range of subjects including Product Design Technology in Wood and Metal and Food Technology.

The music centre allows students to gain one on one, and small group instruction in a range of instruments.

SC 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.

SC 2: Financial, Managerial and Administrative Ability

• Outstanding financial, organisational and resource management skills.

SC 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.
• An understanding of, and a commitment to, the use of learning technologies to improve Teaching and Learning.
• Demonstrated ability to implement Department policies to a high level.

SC 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.

SC 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.

SC 6: Teaching and Learning

• Demonstrated ability to manage the quality of Teaching and create a positive culture of challenge, support and collaboration.

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;

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.

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

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 who are able to attest to the claims made in your application.

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.