Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Hume - Mitchell
Reference: 1551691
(i) Outstanding capacity to provide strategic educational leadership that drives whole-school improvement in teaching, learning and student outcomes.
(ii) Highly developed ability to lead educational change, build staff capability and implement evidence-based teaching practices.
(iii) Demonstrated ability to promote high expectations, instructional excellence and data-informed teaching practices across the college.
b. Financial, Managerial and Administrative Ability(i) Outstanding financial, organisational and resource management skills that support effective school operations and teaching and learning priorities.
(ii) Demonstrated ability to strategically manage staffing, resources and school-wide processes to support curriculum delivery and student achievement.
c. Planning, Policy and Program Development and Review(i) Demonstrated capacity to lead the planning, implementation and evaluation of whole-school curriculum, assessment and teaching programs.
(ii) Demonstrated ability to implement Department of Education policies and frameworks to support school improvement.
(iii) Ability to use student achievement data and learning technologies to improve teaching practices and student outcomes.
d. Leadership of Staff and Students(i) Outstanding capacity to lead, motivate and develop staff through coaching, mentoring and professional learning.
(ii) Demonstrated ability to foster an inclusive learning environment that promotes high expectations, student engagement and achievement.
(iii) Ability to lead collaborative planning, professional learning communities and consistent instructional practices across the college.
e. Interpersonal and Communication Skills(i) Highly developed interpersonal and communication skills to build effective relationships with staff, students, families and the wider community.
(ii) Exemplary personal qualities of integrity, sound judgement, sensitivity and professionalism.
(iii) Demonstrated ability to work collaboratively within the Principal Class Team and engage the school community to improve student learning outcomes.
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.
Broadford Secondary College's vision is to give every person, every opportunity, every day.
Our college community embraces our values - Respect, Responsibility, Organisation, Persistence and Excellence.
Staff who choose to work at Broadford Secondary College will bring our vision to life through their commitment to the students and community and their professional practice.
Broadford Secondary College is a co-educational College, located in the township of Broadford, 70km north of Melbourne. The College draws students from Broadford Primary School and surrounding Primary Schools which include Kilmore Wandong, Pyalong, Tallarook and Willowmavin.
In 2026 the school's enrolment is 850 students which is divided into three sub-schools: Junior, Middle and Senior.
The College is committed to ongoing school improvement, participating in Berry Street Education Model training, the implementation of the SWPB framework, is to develop school-wide systems for promoting positive behaviour to support powerful learning, a school-wide behaviour (SWPBS) matrix has been constructed by staff. The action plan aims to establish consistency of teachers¿ understanding and practice, as described in the matrix, supported by ongoing professional learning and, secondly, explicitly teaching positive behaviours and rewarding students for demonstrating those behaviours.
Our school motto `aspire, strive, achieve'
Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level. The college offers a wide curriculum including VCE, VCEVM, VCAL, VETis, applied and accelerated pathways. VET courses offered on site include Building and Construction, Sports Coaching and Engineering, other courses are delivered at TAFE Colleges which are easily accessible by public transport.
The staff have developed the 'Broadford Secondary College Instructional Model' which is a framework for high quality teaching at BSC, based around current educational research including the High Impact Teaching Strategies (the HITS) and designed within the context of our students and school community. Staff engage in regular and structured professional learning, and work collaboratively with each other in Professional Learning Communities (PLC's). The College has a peer observation structure where staff observe each other to provide feedback and support on teaching practice. Teachers also work in Professional Learning Teams (PLT) groups to design, document and implement a guaranteed and viable curriculum that is engaging, differentiated and uses ICT effectively as a teaching and learning tool. There is a strong focus on implementing elements of the VTLM 2.0 and PCMS in 2026, particularly in relation to school wide routines for entering and exiting classrooms.
Broadford Secondary College provides a child safe environment. Our school actively promotes the safety and wellbeing of all students, and all school staff are committed to protecting students in accordance with the Child Safe Standards. We promote the safety, wellbeing and inclusion of all children, including those with a disability.
The school's transition program is coordinated by an Assistant Principal who works with all students and their families moving into Year 7; the role provides opportunities for feeder school and new parents to converse with the College. A hand-over to the Year 7 coordinators and advocates occurs early in the new academic year. This process allows for a smooth, well-planned community-based approach.
The College also runs a Flexible Learning Option program for 15 students aged 15-18 years. This off-site alternative learning setting that is supported by BSC which offers literacy and numeracy units of learning.
The College Student Family Occupation and Education (SFOE) index is: 0.4843.