Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Gippsland - Baw Baw
Reference: 1526840
SC 1 . Educational Leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college
Demonstrated capacity to provide strategic and future-focused educational leadership that promotes excellence in teaching and learning, high expectations, and continuous school improvement. Proven ability to lead a shared vision aligned with Department priorities, foster a positive and inclusive school culture, and build strong partnerships that enhance student engagement, wellbeing, and achievement.
(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change
Extensive experience in leading sustainable school improvement initiatives and effectively managing organisational change. Demonstrated ability to build staff capacity, lead collaborative teams, use evidence-based practices, and guide stakeholders through change processes with clarity, empathy, and accountability.
SC 2 Financial, Managerial and Administrative Ability
(i) Outstanding financial, organisational and resource management skills
Highly developed organisational, financial, and operational management skills with the capacity to strategically allocate resources to maximise student outcomes. Demonstrated ability to oversee budgets, workforce planning, compliance requirements, and administrative systems efficiently while ensuring transparency, accountability, and effective governance.
SC 3. 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
Strong commitment to equity, inclusion, and excellence in education, with demonstrated success in improving student learning outcomes through high-impact teaching practices, data-informed decision making, and targeted intervention strategies.
(ii) Demonstrated ability to implement Department policies to a high level
Comprehensive understanding of Department policies, procedures, and legislative requirements, with proven capacity to implement and monitor compliance effectively across school operations while maintaining high professional and ethical standards.
(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning
Demonstrated commitment to integrating contemporary learning technologies to enhance student engagement, differentiation, and achievement. Proven ability to support staff in the effective use of digital tools and innovative teaching practices that improve learning outcomes.
SC 4. Leadership of Staff and Students
(i) A highly developed capacity to motivate staff, develop their talents and build an effective team
Outstanding leadership skills with the ability to inspire, mentor, and support staff to achieve professional growth and collective success. Demonstrated capacity to foster collaboration, build trust, promote wellbeing, and develop high-performing teams focused on continuous improvement.
(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
Strong commitment to inclusive education and student wellbeing, with demonstrated ability to create supportive learning environments that recognise and respond to diverse student needs, abilities, backgrounds, and demonstrated capacity to bring enthusiasm, energy and the skills to engage, teach, team teach and counsel difficult and / or troubled young people.
SC 5. Interpersonal and Communication Skills
(i) Highly developed interpersonal and communication skills in individual, small group and community contexts
Exceptional communication and relationship-building skills with the ability to engage effectively with students, staff, families, and the wider community. Demonstrated capacity to communicate with clarity, professionalism, and empathy across a range of contexts.
(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity
Demonstrated professionalism, integrity, and ethical leadership, with the ability to make balanced and informed decisions while maintaining confidentiality, fairness, and respect for all members of the school community.
(iii) An ability to work with parents and the community to develop a strong learning environment
Proven ability to build productive partnerships with parents, carers, community organisations, and external agencies to strengthen student learning, wellbeing, and community engagement.
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:
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
Please ensure that your application includes:
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.
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Blackwood Centre for Adolescent Development is an intervention program designed for students at risk. Blackwood is a co-educational setting for secondary students (levels 7 ¿ 10). the Blackwood program runs each year with approximately twenty students participating over 1 year. Students remain enrolled in their home college with the intention of returning to the college at the end of the program better equipped to cope with school, home and community.
Blackwood¿s structure, curriculum and purpose have been designed to impact on risk factors and problem behaviours before they become established. The program also provides protective factors essential for the formulation of healthy beliefs and clear standards.
The Blackwood program provides a unique, dynamic and positive small school environment for students with complex learning needs to re-engage with their education. Enrolment is available to Year 7-10 students from the Gippsland area who are at risk of (dropping out of school) disengagement in their learning. Blackwood cultivates and maintains a safe place to build young people¿s skills and confidence.
Blackwood strives to close gaps in student learning to improve self-regulation, wellbeing, and academic achievement. Blackwood gives young people the skills and sense of belonging, to be successful, connected members of society with an achievable pathway back to further education, training or employment.
Blackwood is situated in a purpose built, well resourced, rural campus at Hallora, which is approximately 16 km from Drouin and Warragul. Blackwood is an annexe of Drouin Secondary College and therefore staff are also members of Drouin Secondary College which oversees this program. Blackwood staff are based at the Hallora annexe.
To support the student and the home college in the reengagement and maintenance of formal education, Blackwood aims to help students to:
i) Appreciate their potential;
ii) Regain their self-esteem;
iii) Rediscover their ability to learn;
iv) Motivate them to work toward future learning success both as individuals and as part of a team;
v) Develop competence and resilience in handling social situations with peers and adults;
vi) Develop skills in decision making, conflict resolution, negotiating and planning for short and long term goals.
We encourage and recommend all applicants to visit our unique site by contacting the Blackwood Annexe on 03 5627 5585