Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Hume - Indigo
Reference: 1538045
Rutherglen High School (enrolment 282) is situated in north-east Victoria servicing the rural townships of Chiltern, Rutherglen, Springhurst, Wahgunyah and the surrounding farming communities. We are increasingly a school of choice and as such attract students from Barnawartha, Wodonga, Corowa, Howlong and Albury. We have a balanced number of female and male students, with 4% being from an Aboriginal or Torres Strait Islander background. The overall socio-economic profile is deemed to be 'medium'. The school's workforce consists of 33.1 EFT teachers and 16 EFT Educational Support Staff. Year 7 has an integrated curriculum approach to facilitate a smoother transition from primary school. The Year 9 Future Makers program successfully extends and challenges students to build strong links within the local and broader community, developing students' leadership and program management skills. Various extension and enrichment opportunities are offered to our highly capable students to support their development. We run both academic and vocational programs for students in Year 10 to 12 to extend pathway options for all students. Despite being a small school, we prioritise running a broad range of VCE subjects (including VET and Vocational Major) to cater for the interests and needs of all students. Parent satisfaction fluctuates by approximately 10% from year to year due to small numbers of collected responses. 2025 result is similar to previous years. School Climate was reported by staff to be below State average and is likely attributed to significant change in leadership management and changes in school direction and increased alignment to Department expectations.
The Assistant Principal is under the direct supervision of the Principal.
The Assistant Principal Wellbeing & Engagement provides strategic and operational leadership to support the learning, wellbeing, inclusion, engagement and successful pathways of all students. The role leads a whole-school approach to student wellbeing and inclusion, ensuring that practices, programs and processes are aligned with the Framework for Improving Student Outcomes (FISO 2.0) and the Victorian Teaching and Learning Model (VTLM 2.0).
The Assistant Principal Wellbeing & Engagement leads the development of an inclusive, safe and supportive school environment where students are connected to their learning, exercise agency and voice, and are supported to achieve their educational and wellbeing goals. The role works collaboratively with Principal Class, Leading Teachers, Year Level Coordinators, teachers, Education Support staff, students, families and external agencies.
The position provides strategic oversight of student wellbeing, inclusion, engagement, attendance, transitions, senior pathways and student administration, while building the capability of staff to implement consistent, evidence-informed practices that improve student outcomes.
Enabling Learning
¿ Lead the implementation of VTLM 2.0 ¿ Enabling Learning, embedding inclusive learning, cultural responsiveness, student self-regulation and engagement across the school.
¿ Build staff capability to create safe, inclusive and supportive learning environments that enable all students to engage successfully in learning.
¿ Lead consistent whole-school approaches to behaviour and engagement, including relevant aspects of Positive Classroom Management Strategies (PCMS) and School-Wide Positive Behaviour Support (SWPBS).
¿ Work collaboratively with teaching and learning leaders to strengthen the connection between student wellbeing, engagement and learning.
Student Wellbeing and Inclusion
¿ Provide strategic leadership of student wellbeing and inclusion, including the management and coordination of the Wellbeing Team and student support interventions.
¿ Oversee the implementation and evaluation of wellbeing programs, including Hands on Learning Program (HOLP), Man Cave, Boys to the Bush, Seasons for Growth and LoveBites.
¿ Coordinate wellbeing services and supports, including Doctors in Schools, State Schools' Relief and relevant student scholarships.
¿ Lead the school's NCCD process in collaboration with the Leading Teacher ¿ Disability Inclusion.
¿ Ensure effective implementation of the Child Safe Standards, Child Information Sharing requirements and associated student wellbeing processes.
¿ Oversee the effective use of SOCS and ensure student wellbeing information and case management processes are appropriately maintained.
¿ Promote equitable access, participation and achievement by ensuring student support responds appropriately to individual strengths, needs, backgrounds and circumstances.
¿ Oversee support for students in Out-of-Home Care (OOHC), including Individual Education Plans, Care Team Meetings and reporting requirements.
¿ Lead approaches to Indigenous engagement and support the educational, cultural and wellbeing needs of Koorie students.
¿ Work collaboratively with staff, families and external agencies to identify and address barriers to student participation, engagement and achievement.
Student Engagement and Connectedness
¿ Lead whole-school approaches that strengthen student agency, voice, leadership, engagement and connectedness.
¿ Oversee the Home Group Program and support its role in building student connection, belonging and engagement.
¿ Develop and oversee structured lunchtime activities, working with staff and student leaders to provide inclusive opportunities that reflect student interests and strengthen connection to school.
¿ Lead whole-school strategies to improve student attendance, including monitoring data, identifying students requiring support and coordinating appropriate interventions.
¿ Oversee student management processes and promote consistent approaches to behaviour, engagement and student support.
¿ Lead and support Year Level Coordinators to ensure consistent approaches to student wellbeing, attendance, engagement and management.
¿ Coordinate the End of Year Activities Program and other initiatives that promote student participation and connection to school.
Student Administration
¿ Oversee student enrolment and exit processes, ensuring accurate administration and effective transition into and from the school.
¿ Coordinate key student administration activities, including school photographs, vaccinations and Smile Squad.
¿ Oversee the administration of the Attitudes to School Survey (AToSS) and use findings to inform student wellbeing and engagement priorities.
¿ Ensure student administration processes and requirements are communicated effectively to staff, students and families.
Community Engagement and Transition
¿ Lead key transition activities, including the Year 7 Transition Information Night, Year 7 BBQ and associated student and family engagement activities.
¿ Oversee the parent newsletter and support effective communication and engagement with families.
¿ Coordinate whole-school and year-level assemblies.
¿ Build positive partnerships with families and the broader community to support student wellbeing, engagement and successful transitions.
Careers and Post-School Pathways
¿ Provide strategic oversight of the school's careers and post-school pathways programs, working collaboratively with the Leading Teacher ¿ Senior School and careers staff.
¿ Ensure students and families have access to high-quality careers education, pathway advice and information.
¿ Oversee VTAC and tertiary pathway processes.
¿ Monitor and analyse student destination data to evaluate pathway provision and inform future planning.
Senior School Programs
¿ Provide strategic oversight of senior school programs, working collaboratively with the Leading Teacher ¿ Senior School.
¿ Oversee senior school information sessions, course selection and communication with students and families.
¿ Monitor VCE eligibility and processes that support successful completion of senior secondary studies.
¿ Provide oversight of the VCE Vocational Major (VM) and VDSS programs and partnerships.
¿ Ensure senior school programs meet student pathway needs and relevant Department and VCAA requirements.
Certification and Authentication
¿ Provide strategic oversight of senior secondary assessment implementation, certification and compliance requirements.
¿ Oversee VASS administration, ensuring accurate and timely processes.
¿ Oversee the management of VCE external examinations and associated VCAA requirements.
¿ Oversee Special Provision/Special Consideration processes to ensure eligible students receive appropriate support.
¿ Work collaboratively with the Leading Teacher Senior School to maintain consistent and compliant VCAA processes.
Strategic Leadership and School Improvement
¿ Contribute to the development, implementation and evaluation of the School Strategic Plan and Annual Implementation Plan.
¿ Use evidence including AToSS, attendance, behaviour, wellbeing, achievement and destination data to identify priorities, monitor progress and evaluate impact.
¿ Build the capability of staff and middle leaders to implement consistent, evidence-informed approaches to student wellbeing, inclusion and engagement.
¿ Work collaboratively with Principal Class and other school leaders to maintain a coherent whole-school approach to learning, wellbeing, inclusion and engagement.
¿ Ensure practices and processes comply with Department of Education requirements, legislation and school policies.
¿ Undertake other duties as directed by the Principal consistent with the responsibilities and classification of the position.
Expected Outcomes
¿ A safe, inclusive and supportive school environment in which all students are able to learn, participate and thrive.
¿ Consistent implementation of VTLM 2.0 ¿ Enabling Learning practices that support student engagement, self-regulation, inclusion and wellbeing.
¿ Increased staff capability in responding to student wellbeing, engagement, behaviour and inclusion needs.
¿ Effective coordination of wellbeing services, programs and interventions that improve student outcomes.
¿ Improved student attendance, engagement, participation and connectedness.
¿ Increased opportunities for students to exercise agency, voice and leadership across the school.
¿ A diverse range of engaging lunchtime activities that strengthen student relationships, participation and connection to school.
¿ Effective identification and support of students experiencing barriers to learning, wellbeing or participation.
¿ High-quality processes for NCCD, Child Safety, Child Information Sharing, OOHC and other student support requirements.
¿ Successful transitions for students entering, progressing through and exiting the school.
¿ Effective careers, senior school and post-school pathway programs that support positive student destinations.
¿ Accurate, compliant and effective VASS, VCE, VM, VDSS and external examination processes.
¿ Effective use of student wellbeing, engagement, attendance, achievement and destination data to inform school improvement.
¿ Strong partnerships between the school, students, families, community organisations and external agencies.
¿ A whole-school culture that reflects the principles of FISO 2.0, with a strong focus on excellence in teaching and learning, professional leadership, positive wellbeing and engagement, and improved outcomes for every student.
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.