Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 3
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1540554
Assistant Principal Selection Criteria
SC1 - Educational leadership
SC2 - Financial, managerial and administrative ability
SC3 - Planning, policy and program development and review
SC4 - Leadership of staff and students
SC5 - Interpersonal and communication skills
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.
2026 LOCATION PROFILE
Officer Secondary College was founded in 2015 and has experienced rapid growth, with a current student population of approximately 1000 students, but is expected to grow to 1100 in 2027. Located in Melbourne's South-East, the College offers convenient access to the M1 freeway and the Pakenham train line. The College has a Student Family Occupation and Education (SFOE) index of 0.3643.
Officer Secondary College shares a clear and collective vision for a thriving school environment, where student growth is prioritised and the College is the school of choice for families in the Officer community. This vision is realised through a strong focus on building staff capacity and professional practice, maintaining high expectations and culture of excellence, and fostering strong partnerships with families and the broader community.
The College workforce includes one Principal, three Assistant Principals, 75 teaching staff and 42 Education Support staff. Officer Secondary College offers a broad range of study pathways to meet the diverse academic needs of its students. High-quality relationships are central to our approach, supported through our Learning Community structure, which provides students with a rewarding social and cultural experience throughout their secondary schooling.
Learning Communities
Officer Secondary College is organised into six Learning Communities. The Bunjil, Murrumbula, Dorrong, Willum, Wongim and Now'weenth Learning offer a welcoming, inclusive and supportive environment where students are known, valued and supported to succeed.
Each Learning Community is led by a Subschool Team, comprising a Subschool Leader and a Learning Community Leader, whose primary role is to support students' academic progress and wellbeing. This includes closely monitoring student growth, providing targeted support and maintaining regular communication with families. Students typically remain in the same Learning Community throughout their time at the College, enabling strong, trusting relationships to develop and ensuring each student's individual needs are well understood.
Teaching and Learning at Officer Secondary College
Our educational philosophy places learning and relationships at its core, underpinned by the values of Respect, Excellence, Inclusion, Critical Thinking, Creativity, and Global Citizenship.
Teachers choose Officer Secondary College because it is a school that invests seriously in professional growth. Teaching and learning practice is guided by our INSPIRE instructional model, integrating the three essential elements of effective teaching: the student, the curriculum and pedagogy. Grounded in cognitive science and aligned with the Victorian Teaching and Learning Model (VTLM2.0), INSPIRE offers staff a shared, evidence-informed language for practice, and the clarity that comes from knowing precisely who we teach, what we teach and how we teach.
For teachers at every career stage, a framework of professional learning supports continual improvement in teacher practice. A structured culture of coaching and mentoring sits at the heart of professional life at the college: instructional coaching conversations, collaborative inquiry through Professional Learning Communities, and peer observation cycles provide sustained, individualized support for the refinement of classroom practice. Significant meeting and professional learning time is protected for this work, showing a commitment to recognizing that teacher expertise is highly valued asset.
Student Wellbeing and Positive Behaviour (SWPBS)
Officer Secondary College has achieved Gold recognition for School-Wide Positive Behaviour Support (SWPBS) three years running. This reflects the collective efforts of our staff, students and community in building a positive school climate, a culture of student competence and a responsive, supportive management system.
Our SWPBS framework is clearly communicated and consistently applied across the College, providing a shared understanding of expectations and a proactive approach to supporting students to achieve their best, both academically and behaviourally.
For further information about the school, please visit: https://officersc.vic.edu.au/
Applicants must include the following in their application:
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.