MS002B-3
Updated 02/14
POSITION DESCRIPTION
BAND B-3
SECTION A: GENERAL INFORMATION
Position Title:
Position Focus:
Classification:
Location:
Period of Appointment:
Assistant Principal
English, ESL, Humanities, Languages and Literacy
Band B-3
Roma Mitchell Secondary College
From 28/01/2016
To 20/01/2021
Fraction of Time
1.0
CONTEXT OF THE POSITION
The Department for Education and Child Development (DECD) is entrusted by the South Australian
community to work together with young people and their families to lead and deliver high quality public
education and care.
DECD is a diverse organisation made up of local school, preschool and care communities that are
open to all. Schools respect the local ethos, culture, history, vision and values within their own distinct
community, providing all students the opportunity to excel.
The school context is defined by the Governing/School Council constitution, the School Context
Statement, Site Improvement Plan, Annual Reports and other planning documentation. The School
Context statement and other general information about the school is available on the school’s website.
Roma Mitchell Secondary College is a large complex multi campus secondary college which has four
campuses co-located onto the one site – Girls’ Education Campus, Special Education Campus, CoEducation Middle Years Campus and Co-Education Senior Years Campus.
Statistics Relevant to the Position
Index of Educational Disadvantage:
2
Total Student Enrolment (Feb approx.):
1,275
Total Teaching Staff (Feb approx. FTE.):
104 FTE (including 24 leaders)
SECTION B: ROLE DESCRIPTION
POSITION OF BAND B-3
The position is classified as Band B-3 by virtue of the requirement to provide leadership of specific
school programs or functional areas in schools. Refer to Table 3 in Schedule 5 of the 2012 Enterprise
Agreement for further clarification.
A School Leader Band B-3 will contribute to aspects of whole-school management.
Typically a School Leader Band B-3 will be responsible for the holistic leadership of a defined area of
the school's educational programs and/or operation.
Work Level Definitions
Required Knowledge and Experience
- Demonstrates an in-depth knowledge of a specific area of expertise with an understanding of
the relationships to other areas of expertise
- Typically has prior successful experience in educational leadership
Autonomy
- Works under broad direction with significant professional independence
- May be authorised to make some decisions in the area of designated responsibility within the
framework of the school's strategic plan, policies and budget
Responsibility and Accountability
- Responsible for specific school programs or functional areas
- Contributes to the overall management of the school through active participation in, and
typically leadership of, policy formulation and decision making
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Working Relationships
- Reports directly to the principal or a school leader at a higher classification level
- Cultivates and influences the professional practices at the school
- Provides direct performance and development support for a number of other staff possibly
including other leaders
- Accountable for a group of school staff
Role Diversity
- Undertakes a diversity of tasks within specific school programs or functional areas
- May contribute to specific aspects of whole-school leadership
Complexity in the Role
- Leads improvements in work practices and/or processes within the area of responsibility using
analysis and a range of established and newly tailored principles, practices and procedures
- Responsible for planning and carrying out sequential projects
- Focus of the role has a balance between effective management and leadership within the
area of responsibility
Resource Management
- Typically actively involved in making decisions regarding the staff and budget relating to the
area of designated responsibility within the framework of the school's strategic plan, policies
and budget
Strategic Outcomes Required
- Contributes to the shaping of strategic directions of the school particularly in the area of
responsibility
- Supports the sense and purpose of the school’s vision through collaborative leadership in an
aspect school improvement
General Requirements
All DECD employees are expected to uphold the Code of Ethics for the South Australian Public
Sector. Note: A copy of the code and related information for DECD employees is available at:
http://www.decd.sa.gov.au/hrstaff/default.asp?id=40762&navgrp=361
Employees have a responsibility to ensure they are aware of, properly administer and comply with all
legislation and regulations relevant to the performance of their duties and/or their role including equal
opportunity and relevant workplace health and safety legislation and related departmental
responsibilities and procedures, including child safety.
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Summary of Key Responsibilities
School leaders have specific designated areas of assigned responsibility.
School leaders may carry out teaching duties pursuant to the conditions of the Enterprise Agreement.
(Brief role description – 5 dot points or less)


Provide leadership in the planning, development and implementation of curriculum and cocurricular programs across the four campuses for students in English, English as a Second
Language (ESL), Humanities and Languages.
Provide leadership to the staff and school community in the development and implementation
of teaching and learning programs using the International Baccalaureate Middle Years
Program (IB MYP), Australian Curriculum, SACE and VET curriculum frameworks as relevant
to the learning areas of English, ESL, Humanities and Languages.

Lead the implementation of the whole of school Literacy priority. This includes leading the
improvement of teaching practices in literacy through the provision of professional
development, mentoring and coaching.

Participate in the school’s quality accountability and improvement program though the
collection and analysis of student data sets, such as subject achievement, NAPLAN, PAT R,
EALD scales, that inform teaching practices, identify students requiring additional support and
measure literacy improvement at a whole school level.

Participate in the planning, implementation and review of policies, practices and procedures
to ensure the smooth operation, management of resources, and student matters within the
relevant learning areas and a year level.


Other duties as may be required by the principal from time to time
Reporting/Working Relationships

Responsible to and answerable to the principal

Reports directly to the Principal or delegate.

Provides direct performance and development support for the staff working in the learning
areas of English, ESL, Humanities, Languages and Literacy and other staff as negotiated.

Leads and is accountable for English, ESL, Humanities, Languages curriculum and cocurricular programs, the Literacy priority and operations of a year level.

Is a member of the Roma Mitchell Secondary College Leadership Team.

Works collaboratively with the Deputy Principal of Curriculum in the development and
implementation of the English, ESL, Humanities, Languages curriculum and the Literacy
priority across the campuses.

Works collaboratively and cooperatively with other leadership staff, middle years and senior
years teams and with the teaching and support staff of the school and with the wider school
community.

Works collaboratively with relevant DECD, Industry and Higher and Further Education
providers, university staff, other secondary and primary school staff, and other stakeholders to
support the implementation of the Literacy priority.
Specific Requirements
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For a Deputy Principal Position:
 Provides leadership and management across the school.
 Deputises for the principal in his / her absence.
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SECTION C: RESULTS TO BE ACHIEVED
School leaders are required to provide both leadership and management in a school, an alliance or
cooperative of schools, or a unit attached to a school.
Statement of Key Outcomes
(Group into major areas of responsibility/activity (with headings if preferred))

Student learning outcomes are improved through the development and delivery of a rigorous
English, ESL, Humanities and Languages teaching and learning programs, teaching strategies
and assessment practices that engage and challenge students.

Co-curricular activities in English, ESL, Humanities and languages are supported, promoted
and successfully implemented.

A school wide literacy strategy is implemented. Teaching staff are incorporating and
implementing literacy across learning areas and pedagogy in literacy learning is improved.
Support strategies are developed and implemented for students with low levels of literacy.

Data such as subject achievement, NAPLAN, PAT R, EALD scales is used to identify and
measure literacy needs and outcomes. This data is communicated within the Annual Report.

Productive working relationships exist at the local and global level with other education
providers, government and non-government agencies, local government bodies, associations
and relevant community groups and organisations to improve student learning outcomes.

Policies, practices and procedures have been developed, implemented and reviewed to
ensure continuous improvement in the delivery of programs, management of general
operations, resources and student matters within the learning areas and a year level.

Other duties are effectively managed as negotiated. .
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SECTION D: PERSON SPECIFICATION
ELIGIBILITY
Appropriate check box (external or internal) must be selected
☒Externally advertised positions
Applicants do not need to be currently employed in DECD. However, applicants must be either
currently registered or able to be registered to teach in South Australia, and meet DECD’ minimum
employment requirements before taking up an appointment.
Minimum DECD requirements include:

Recognised teaching qualifications and registration as a teacher in South Australia;

an active on-line application in the Employable Teacher Register (ETR);

a cleared DECD Employment Declaration;

Australian residency or current work permit;

Reporting Abuse and Neglect training; and

an approved First Aid certificate.
NOTE: For positions with a period of appointment of 12 months or less the minimum DECD
requirements above must be current at the time of lodging the application.
At the conclusion of a term of appointment:

permanent DECD employees will be placed according to the terms of their substantive
appointment and the policies in operation at the time;

employees originally from other public sector organisations with a right of return, will be
managed according to the provisions of the Public Sector Act 2009 (SA) and any applicable
public sector determination or policies;

applicants who are not permanent employees of DECD do not hold placement rights with
DECD at the conclusion of the appointment.
DECD is an equal opportunity employer.
☐Positions of 12 months or less advertised internally at the site
Commences in the current year:
Applicants must be in a permanent, PAT, TPT or temporary (contract) position (not TRT) at this
worksite during the period for which applications are being accepted for the position.
Please note: If a teacher in a temporary appointment at the site is the successful applicant for a
position that extends beyond the term of their original appointment to the school, the original
appointment will not be automatically extended.
Commences in the following year:
Applicants must have a guaranteed placement at the worksite at the beginning of that school year.
Teachers who are currently in a temporary position or TRT role in a school are not guaranteed a
teaching position in that school for the following year. These teachers cannot apply for leadership
positions being advertised internally with a commencement date during the following year.
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SELECTION CRITERIA
In addressing these criteria, it is essential that applicants provide evidence which demonstrates their
personal skills and abilities, knowledge and experience.
These should be developed with reference to the role statement and school’s context statement.
Essential Requirements
(Maximum of 6 criteria)
Personal Skills and Abilities
 Demonstrated high level skills in leading effective, collaborative working relationships with a
range of staff, students, parents and wider community to achieve educational and
organisational goals.

Demonstrated ability to initiate and manage whole school change processes, and support
teams to achieve educational and organisational improvement.
Knowledge

A comprehensive knowledge and understanding of relevant curriculum guidelines, such as
SACE, Australian Curriculum, International Baccalaureate Middle Years Program (IB MYP)
and State and National priorities as they relate to this position, and the implications for
delivering programs that meet the learning needs of students, including students at risk..
Experience (including community experience)

Demonstrated success in leading, modelling, promoting and documenting effective
pedagogical practice in one or more of the learning areas of English, ESL, Humanities,
Languages and/or Literacy in which meets the learning needs of all students.

Demonstrated organisational and educational leadership and a record of success in achieving
agreed goals in collaboration with others, individually and with teams.

Demonstrated success in the development and implementation of effective strategies that
ensures responsible behaviours of students. .
Desirable Requirements
(Maximum of 2 criteria)
Desirable requirements will only be used as a final determinant in distinguishing between applicants
who have otherwise met all the essential criteria to an equivalent degree.

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APPLICATION
Appropriate check box (full or modified) must be selected
☒Full Application
The length of the written application and CV should each generally not exceed 1,500 words. (Refer to
Merit Instruction 5 http://www.decd.sa.gov.au/hrstaff/pages/recruitment/meritdocs/)
☐Modified Application (for positions of 12 months or less)
Provide details re application and CV
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