Location Profile The Lakes South Morang College's motto, Aspire to Inspire, along with the values of Learning, Leadership, Teamwork and Respect, underpin all that the College aims to achieve. The College, a dual campus school (primary/secondary) of approximately 700 students, is situated in the outer-northern corridor of the City of Whittlesea, Melbourne, Victoria. Our College recognises the importance of partnership with parents/carers, and through this we acknowledge a shared commitment to, and a responsibility for, supporting student learning, engagement and wellbeing. The College is committed to providing a safe, supportive and inclusive environment for all members of our College community, and our teaching and learning programs promote the principles of tolerance, understanding, democracy and inclusion. The College vision focusses on four key pillars for success: academic rigor; high expectations; school pride; and, a positive climate for change in our community. Academic Rigor: Commitment to every student making 12 months learning growth annually. Provision of Learner Coaches who hold a strategic commitment to explicitly focus on individual student growth with parents/carers as key partners in the learning experience, ensuring that learning as a priority is enabled both at school and at home. Provision of student leadership opportunities and formal training, including: SRC; Peer Support; College feedback groups; work experience; further studies through VET and Melbourne Polytechnic; local Council initiatives; future careers forums; and excursions and camps. High Expectations: Key performance data and indicators are shared with the College community and are used to identify improvement strategies for each campus, resourced through funding specific to the targets set in the Annual Improvement Plan. Individual Education and Pathway Plans are developed for each student, guiding their learning and progression through each year, supported by continuous reporting methods to both students and families, so that they have real-time information and ownership of learning progress. Student learning, wellbeing and engagement initiatives are underpinned by an invested College community that owns and drives the programs, affirmed by an active School Council that is the leading voice of the community, advocating: school pride; a positive climate for change; and, upholding protocols and processes that set the standard of high expectation across the College. School Pride: College facilities are regularly upgraded to support high-quality and contemporary learning environments. College communications are curated to provide transparency of purpose and process. These include: Principal Newsletters; Aspire Magazine; social media presence; website; Compass; and, College notice boards. Celebration and recognition of learner achievement, which include: student and staff achievement awards; Year 6 and Year 12 College Valedictorians; and Alumni. Committed College community aligned to our College goals, that believe in our students and want to make a difference to their education. Positive Climate for Change in our Community: Strategic communication of our changing College narrative within our local community to: strengthen College values; celebrate student success and academic rigor; and, build community connections with business, prominent community members and long-standing College partners. Increased involvement opportunities for parents/carers in school voice, fundraising, classroom support, facilities maintenance and curriculum program involvement. Enhanced transition programs from K-P and Years 6-7 to ensure students at these levels are well equipped and ready for change. Advocacy work to actively engage and present the College journey, vision and successes at key events, conferences and workshops organised by DE. The College community is diverse, with a representative mix of many cultures, comprising 30 language groups and 180 students from EAL backgrounds. The College Student Family Occupation (SFO) index is 0.4472 and the Student Family Occupation & Education (SFOE) index score is 0.4472. In 2025, the College employs 99 staff members, comprised of: three Principal Class Officers; 62 teachers; and 34 Education Support staff. 20 teachers and 17 Education Support staff members worked in a part time capacity. The College employs one staff member who is of Aboriginal or Torres Strait Islander background. Leadership has been strategically devised to cater equally for both campuses, embodying consultative and transparent models of shared responsibility and distributive leadership to enable approaches that provide strong foundations for improving student learning across the College. This includes: a College Principal; two Campus Principals; two Leading Teachers - Teaching & Learning; three Learning Specialists - Learner Agency & Engagement; and, one Learning Specialist - Disability Inclusion. Roles are aligned to DE FISO 2.0 dimensions for effective implementation of human and physical resources. Evolution of the staffing mix has led to increasingly experienced teachers with professional maturity - reflected in the number of teachers who are now in the band two classification range. Selection Criteria 1. EDUCATIONAL LEADERSHIP Outstanding capacity for visionary and exemplary educational leadership of a school. Highly developed skills in leading and managing change including the leadership of others in the process of change, with a commitment to embedding a shared school vision and culture. 2. FINANCIAL, MANAGERIAL AND ADMINISTRATIVE ABILITY Outstanding financial, organizational 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, leading a whole school approach to health and well-being 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. Highly developed capacity and commitment to lead a professional learning community through the use of data to improve student learning outcomes for all students. 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 families to develop strong relationships and provide support where able. Role 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. Responsibilities 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; Who May Apply Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching. EEO AND OHS Commitment 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 Child Safe Standards 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 DE Values 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 Conditions of Employment 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 VIT LANTITE 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.