Location Profile
Hampton Park Secondary College is a large multi-cultural learning community situated in southeast Metropolitan Melbourne. We currently have over 1200 students, from over 60 cultural backgrounds. We have approximately 190 staff, comprising of Teaching and Educational Support staff. At Hampton Park Secondary College, we are rich in diversity and, by empowering and engaging students, wholehearted in our pursuit of excellence. Our vision of learning is underpinned by our values of Respect, Learning and Working Together. Through our values, we hope that our students manifest the qualities of understanding the world with a global view, engaging in life-long learning, and always being critical and creative problem solvers. Hampton Park Secondary College is committed to providing education that is both student-centred and focused upon personalised learning experiences. Several years ago, we redesigned our learning program to enable students to excel through a researched based, future focused model of student empowerment.
In 2022, we made structural changes to our Sub Schools. Following extensive collaboration and consultation with students and staff, our new House System was launched. Students and staff are now aligned with one of our four Houses: Hollows, Freeman, Mabo, and Walton. Each House comprises of students from Years 7-12 and includes staff from a range of positions and teaching areas. Our new House System has already created a stronger sense of connection amongst both staff and students, and we see Houses as being a powerful way to enhance student engagement and sense of belonging.
At Hampton Park Secondary College, we are deeply committed to improving student learning outcomes and supporting the wellbeing of our students. Building upon our already extensive and intensive interventions that sit within our MTSS Framework, we have bolstered and extended these supports through refining our Literacy and Numeracy programs. As always, the programs for our at-risk students are mirrored by the opportunities offered to our High Ability students.
In 2023, we achieved the best senior school results the College has seen since its establishment over 40 years ago. We achieved a median Study score of 29, which was maintained in 2024. In 2025 we achieved the strongest NAPLAN results the College has received across both Year 7 and 9. In 8 out of 10 categories we were ahead of similar schools across the state.
Our College is a rich and diverse community that supports the whole child. We encourage those keen to get to know Hampton Park Secondary College more to visit our website: https://hpsc.vic.edu.au/
Selection Criteria
SC1: Educational leadership
- Outstanding capacity for visionary and exemplary educational leadership of a school or college.
- Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC2: Financial, managerial and administrative ability
- Outstanding financial, organisational and resource management skills.
SC3: Planning, policy and program development and review
- Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
- Demonstrated ability to implement Department policies to a high level.
- An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning
SC4: Leadership of staff and students
- A highly developed capacity to motivate staff, develop their talents and build an effective team.
- 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
- 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.
Role
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.
Responsibilities
General Responsibilities:
- All work aligns with achieving set targets of AIP / SIP
- Modelling practice which includes learning walks, high visibility, high expectations of learning and behaviour
- Engage in coaching with Tim Harper (Coach / Consultant)
- Conduct regular coaching and reflective practice conversations with assigned leadership members
- Performance and development of relevant staff
- Lead and support teachers to embed Berry Street Practices into their Teaching and Learning program
- Participate and lead where required such events as: Open Day/Evenings, Course Counselling, Senior Formals/Valedictory Dinners, Annual Awards Presentations etc
- Other duties as directed by the Principal or their nominee
Specific Responsibilities ¿ House Culture Portfolio:
- Integrate the Respectful Relationships curriculum
- Oversee student engagement in alternative learning settings (e.g., Operation Newstart)
- Support the embedding of the House System, House Pride, and school-wide improvement
- Chair Heads of House meetings to enhance communication and support alignment and embedding consistent protocols and processes to improving connection, engagement, and learning outcomes for all students
- College Representative at Governance meeting for Casey/Cardinia Operation Newstart Program
- Oversee the development and embedding of the Mentoring Program
- Lead a Student Attendance SIT to develop strategies to a consistent approach to improving attendance across the College
Head of House Responsibilities:
Leading Learning:
- Actively support Hampton Park Secondary College¿s vision, values, and the ongoing implementation of the College Annual Implementation Plan (AIP) and Teaching and Learning Framework
- Actively believe in the teaching and learning philosophy centred around student empowerment and personalised learning pathways
- Lead and model the ongoing embedding of high expectations within the learning community outlined in the Student Engagement and Wellbeing Policy
- Lead the development and ongoing implementation of a whole school approach to School-Wide Positive Behaviour Support (SWPBS) within a House and in consultation with other House Leaders
- Support the Student Engagement Leaders in their leadership of the Mentoring Program
- Actively lead the establishment of a `family¿ atmosphere with the House, ensuring all students feel connected and well supported
- In partnership with the House Pride Leaders, actively promote House identity and team spirit into the daily life of the college
- Seek to embed House Pride and team spirit into all curricular and co-curricular learning experiences
- Be an agent for change and innovation within the school through contributions to the school¿s Strategic Plan and the implementation of goals and priorities that enhance student learning outcomes and staff development
- Liaise with the Principal and Assistant Principals on a wide range of issues as well as convening regular planning meetings to evaluate current approaches and develop new approaches for the whole school
- Lead school meetings designed to develop a whole school approach within the House and across the school
- Oversee the Lunchtime Clubs Program
- Provision of outstanding educational leadership through the leading of one or more key areas of responsibility across the school that may include:
- Positive Transitions
- Community Connection and Engagement
- Whole School Mentoring Structure
- Student Success
- Berry Street Education Model
- Excel (Years 11 and 12) Improvement and Pathways
- House Pride and Participation
- Student Voice, Agency, and Leadership
Leading Staff:
- Lead an allocated group of teaching staff through the Performance and Development Process (i.e., PDP)
- Lead the Team Around the Learner (TAL) model, communicating regularly with the Inclusion, Wellbeing and Careers Teams to provide wrap around support for all students as required
- Lead the development and growth of members of the House Leadership Team (Student Engagement Leaders and ES staff) and support House Staff to enhance their capabilities
- In partnership with the other three Heads of House, establish consistent practices within and across all House Student Engagement Leaders and House Assistants
- Lead a House team comprised of Student Engagement Leaders and a House Assistant, ensuring all members are well supported and empowered in their work
Leading Students:
- Develop student leadership opportunities within the House and actively promote student voice and agency
- Maintain a leading role in the learning, mentoring and management of students, including the monitoring of attendance, academic progress, uniform, and behaviour
- Participate in meetings with parents on matters of learning progress, student attendance, academic progress and meeting our school values
- Lead and facilitate programs that support the development of student wellbeing within the House and across the school
- Lead the implementation of Student Support Plans, including but not limited to Individual Education Plans, Behaviour Support Plans and Attendance Improvement Plans
- Support the development of applications for the Program for Students with a Disability and Disability Inclusion Profile (PSD/DIP)
- Support the process of course counselling in partnership with other House Leaders and the Assistant Principal in charge of course counselling
- Actively seek to utilise alternative learning settings such as Myuna Farm and Operation Newstart where appropriate
Leading Community:
- In partnership with the other three Heads of House, work proactively to ensure parents/carers are well informed and partners in their students¿ learning
- Ensure Student Support Group (SSG) meetings are held each term
- Seeking opportunities with other schools to develop communities of practice centred around enhancing a positive climate for learning
- Proactive communication with HPSC and the wider community including regular `House News¿ items in the college Newshamper and via social media
Managerial Responsibilities:
- In partnership with the other three Heads of House, hold fortnightly meetings to plan and address problems of practice
- In partnership with the other three Heads of House, hold fortnightly meetings as required with your House Student Engagement Leaders
- Attend weekly meetings as part of the College Principal Class Team
- Set up clear communication structures with all Domain Leaders
- Be proactive in identifying Occupational Health and Safety issues and ensuring these are addressed
Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
Child Safe Standards
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
DE Values
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
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.