Assistant Principal, Campus Operations & Engagement - Sunshine College

  • Victoria State Government - Education and Training
  • Sunshine West VIC 3020, Australia
  • 04 May, 2022

Job Description

Job ID:  1277118
Location:  Sunshine College [Multiple Location Campus]
Department:  Sunshine College 
Role Type:  Assistant Principal
Full/Part Time:  Full-Time
Ongoing/Fixed Term:  Ongoing
Classification:  Assistant Principal-Range 3
Apply By:  23/05/2022
Other Information:  
Begin Date:  11/07/2022
End Date:  14/07/2025
Hours:  38.00
Contact Name:  TIm Blunt
Phone:  8311 5200
School Website:


Sunshine College operates as a two site multi-campus school in North and West Sunshine with responsibility for serving the educational needs of around 1000 young people, employing approximately 140 staff.

We are currently entering an exciting renewal phase in our teaching and learning practices and physical structure, including the opening of new facilities.

The Sunshine community is wonderfully diverse, with a strong sense of pride and identity.

Our college reflects this diversity with a wide range of teaching & learning programs across both campuses. Our successful mainstream programs being augmented by the curriculum delivered at Harvester Technical College, located adjacent to the North Campus of Sunshine College.

The Harvester Technical College through its teaching staff provides innovative best practice approaches in vocational education based around applied learning.

We have developed strong links with major industries and business partners, in guiding the curriculum development and in building relationships to support outcomes for students.

Teachers at the HTC operate in a team environment, integrating curriculum around learning projects for a dynamic year 10-12 student cohort.

Teachers across both of the 7-12 campuses of Sunshine College are expected to be creative of new and innovative approaches to teaching and learning, with an understanding that students learn best through discovery, research & development processes and especially when this learning is linked to applied situations.

Our student’s average growth rate in NAPLAN Reading and Numeracy from Year 7 to Year 9 is better than state averages.

A major and exciting challenge for us is to become one of the leading schools in Victoria on how literacy issues are positively addressed. Students in Years 7 to 11 are involved in the SunLit program, receiving structured literacy lessons throughout the week.

Maths staff are regular presenters at the Mathematics Association of Victoria Annual Conference and were acknowledged for their work in Numeracy in winning the Lindsay Thompson Award for Excellence in Education.

Each year our students achieve high ATAR scores and have won Premier’s Awards and the VCE Achiever of the Year Award placing them among the top elite students in Victoria.

The duxes of the school over the last years are studying Commerce, Law, Medicine, Engineering and Dentistry. Our outcomes for students graduating from the HTC into apprenticeships, work or further study are exceptional.

The College supports the broader community in a number of ways through community curriculum initiatives, largely coordinated in our pathways courses run at Years 7 to 10.

We are committed to maximising learning outcomes and life opportunities for our students by providing high quality learning experiences which will empower them to continue to learn, adapt to changing circumstances, and create opportunities for themselves, while valuing self, others, and their environment.

Our core school values focus on GROWTH, LEARNING, WELLBEING and RELATIONSHIPS. These values guide our philosophy in how we educate and support our students and nurtures our belief that all students can learn.

Staff work in supportive Focus Groups, at times they team teach and are committed to continual personal and professional growth, and accept new educational challenges as a natural part of their professional lives.

Staff at Sunshine College have worked together to develop what we call a “core plus” instructional model that allows for domain specific innovation and creativity but is underpinned across all domains by five core instructional practice principles~

  • Learning Intention articulated and reflected on
  • Readiness for Learning determined
  • Activities that Target Individual Success delivered
  • Quality Feedback provided
  • Reflection undertaken

We believe that our teaching staff are by far the most valuable resource of the school. We know that it is our teachers who ultimately make the difference for students, and we support them accordingly.

The Victorian Auditor-General’s Office tabled a report in the Victorian Parliament titled “The Effectiveness of Student Wellbeing Programs and Services.”

Sunshine College was chosen to talk to representatives of the VAGO about our programs, which have led to consecutive years of ‘exemplar’ results within the Victorian Student Attitudinal Surveys.

Our performance and development culture is based around the collaborative work of staff in professional learning teams where curriculum is collegiately designed and consistently delivered across classrooms and campuses and where self-reflection is critical to enhancing the craft of teaching.

Sunshine College promotes the safety, participation and empowerment of all children, including those with a disability. Our culture is based on Collaboration, Aspiration and Inclusion.

Our College is culturally safe for indigenous children and for those from culturally and linguistically diverse background. We encourage applications from indigenous peoples and from culturally and linguistically diverse backgrounds.

If this is a school, you would like to be part of I would encourage you to formally apply for the position.

Applicants will need to hold valid tertiary qualifications and be able to meet Victorian Institute of Teacher registration requirements.

Please note Sunshine College reserves the right to contact colleagues other than those listed as referees

Selection Criteria

SC1 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.

SC2 Financial, managerial, and administrative ability

(i) Outstanding financial, organisational and resource management skills.

SC3 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.

SC4 Leadership of staff and students

(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.

SC5 Interpersonal and communication skills

(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

SC6 Specific skills associated with the operation and leadership within a Multi Campus College

(i) A clear capacity and highly developed leadership skills in dealing with the complexities in working in a multi campus school, including the development of strategies to support transition to, within and exiting the college.


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 utilizing these resources.


*Please see available School Information Package

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.