Assistant Principal - Palmerston - NT Government - Department of Education and Training

Description

Job description

Agency Department of Education and Training Work unit Moulden Park School

Job title Assistant Principal Designation Senior Teacher 3

Job type Full time Duration Fixed for 12 months

Salary $153,913 Location Palmerston

Position number 41454 RTF Closing 05/10/2025

Contact officer Sylvia Gregory, Principal on or

About the agency

Apply online

APPLICATIONS MUST INCLUDE A ONE-PAGE SUMMARY ABOUT YOU, A DETAILED RESUME AND COPIES OF YOUR TERTIARY

QUALIFICATIONS.

Information for applicants – inclusion and diversity and Special Measures recruitment plans

The NTPS values diversity. The NTPS encourages people from all diversity groups to apply for vacancies and accommodates people with disability

by making reasonable workplace adjustments. If you require an adjustment for the recruitment process or job, please discuss this with the contact

officer. For more information about applying for this position and the merit process, go to the OCPE website.

Aboriginal applicants will be granted priority consideration for this vacancy. For more information on Special Measures plans, go to the OCPE

website.

Primary objective

As a member of the school leadership team, the Lead Instructional Coach provides strategic support to improve teaching and learning across the

curriculum, with a strong focus on literacy. This role leads the implementation of Read Write Inc. and other evidence-informed practices,

supporting teachers to deliver high-impact instruction that meets diverse student needs. The coach works collaboratively with staff to strengthen

curriculum planning, pedagogy, and assessment practices. They facilitate professional learning, model effective teaching strategies, and guide data-

informed conversations to improve student outcomes. The Lead Instructional Coach also supports whole-school curriculum development and

ensures alignment with departmental policies and school priorities. Through coaching, mentoring, and leadership, they build teacher capacity and

foster a culture of continuous improvement in literacy and across all learning areas.

Context statement

Moulden Park School is committed to providing a quality education for around 230 students from Preschool to Year 6, with approximately 70%

identifying as Aboriginal. The school emphasises high-quality, differentiated teaching to meet diverse student needs. Supported by programs like

Clontarf Foundation and Stars Academy Moulden Park School fosters a safe and inclusive learning environment. With a focus on engagement,

wellbeing, and evidence-informed practices, the school prioritises collaboration and continuous development of teacher capabilities.

Key duties and responsibilities

1. Ensure high-quality, evidence-based teaching and learning programs are delivered consistently across the school. Provide differentiated

support in the implementation of a Science of Learning-aligned literacy approach, including curriculum, teaching, learning, and assessment

practices.

1. Lead the design and implementation of curriculum and assessment frameworks in alignment with Departmental policy. Collaborate with

educators to create literacy-specific resources and programs that promote rigorous and engaging instruction across year levels.

1. Collaborate with staff and community stakeholders to promote a shared vision for literacy improvement. Support staff in analysing and

responding to student data to drive continuous improvement in literacy learning outcomes.

1. Build the instructional leadership capabilities of educators to enhance classroom practices, improve student engagement, and foster

independent, capable learners. Lead professional learning and provide coaching to strengthen pedagogical practice.

1. Advise the Principal and school leadership team on contemporary educational research and strategic initiatives. Provide expert leadership in

literacy teaching practices, including leading Read Write Inc.

Selection criteria

Essential

1. Proven ability to build the capacity of others and high performing teams through high level coaching and/or mentoring around literacy

curriculum, pedagogy, assessment and the use of student data to inform teaching and learning.

2. Demonstrated capacity to model best practice teaching and learning within a similar school context.

3. Demonstrated experience in coordinating and leading initiatives and/or projects, with a focus on sustained continuous improvement and

evidenced capacity building of educators.

4. High level interpersonal skills, including proven ability to collaborate and communicate with influence, build and maintain effective networks

with a range of stakeholders.

5. Demonstrated ability to build a shared culture of high expectations, while developing and maintaining effective interpersonal and cross-cultural

relationships within and beyond all remote small schools.

6. Proven ability to lead and develop staff, with a focus on achieving strategic targets and improved student outcomes.

Desirable

1. Leadership experience with Read Write Inc. implementation

2. Knowledge of and experience applying the Science of Reading in classroom and whole-school contexts.

Further information

Registration or capacity to be registered with the Teacher Registration Board of the Northern Territory and holder of a Working with Children

Clearance Notice. The successful applicant will need to provide these requirements prior to commencement.