Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Barwon South West - Southern Grampians
Reference: 1548098
SC1. Educational leadership
SC2. Financial, managerial and administrative ability
· Outstanding financial, organisational and resource management skills.
SC3. Planning, policy and program development and review
SC4. Leadership of staff and students
SC5. 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 parents and the community to develop a strong learning environment.
SC6. College and community leadership
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:
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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
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.
Balmoral K¿12 Community College is situated in the rural township of Balmoral in the Southern Grampians Shire, located in Victoria¿s Western District, 328 km west of Melbourne, with Hamilton 70 km to the south and Horsham 75 km to the north. The township and surrounding area have a population of approximately 200 people. The College maintains strong and valuable links with the local community, with students and staff regularly involved in projects and activities across the Southern Grampians Shire, as well as the neighbouring West Wimmera Shire and Horsham Rural City.
Students are predominantly from farming families, and most travel to school by bus from outlying districts. The College is serviced by five buses, transporting children from three-year-old Kindergarten through to Year 12. The school buildings and grounds are extensive, well maintained, and contribute significantly to the strong sense of pride within the community. The College takes great pride in its `Exceeding¿ rated Kindergarten being on the College grounds. The kindergarten has exceptionally strong links with the broader College and is considered an essential and fully integrated part of the K¿12 setting.
The College offers highly competitive working conditions, including some of the smallest class sizes in the region, and we routinely support individual staff needs to ensure a positive, balanced working environment. We also strive to maintain a genuinely family-friendly workplace culture that recognises and accommodates the diverse circumstances of our staff. The College has eight Teacher Houses provided by the Department, which play an important role in welcoming new teachers to the area.
Professional learning opportunities are aligned closely with individual roles and growth goals, and we will continue to strengthen whole-school wellbeing initiatives in 2026. These combined commitments help create a workplace where staff feel valued, supported, and able to perform at their best.
Our College Values ¿ Respect, Nurture, Inspire ¿ were adopted in 2019 following significant community consultation, with Student Voice ultimately leading the decision-making process.