Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Loddon Mallee - Mount Alexander
Reference: 1502986
a. Educational leadership
i. Outstanding capacity for visionary and exemplary educational leadership of a school or college.
ii. Highly developed skills in leading and managing change including the leadership of others in the process of change.
b. Financial, managerial and administrative ability
i. Outstanding financial, organisational and resource management skills.
c. Planning, policy and program development and review
i. Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
ii. Demonstrated ability to implement Department policies to a high level.
iii. An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
d. Leadership of staff and students
i. A highly developed capacity to motivate staff, develop their talents and build an effective team.
ii. 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.
e. Interpersonal and communication skills
i. Highly developed interpersonal and communication skills in individual, small group and community contexts.
ii. Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
iii. An ability to work with parents and the community to develop a strong learning environment.
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.
Assistant Principal - Teaching & Learning
The role of the Assistant Principal is to oversee many important logistical operations across the College, whilst working alongside Leading Teachers to lead a variety of strategic teams. The Teaching and Learning Assistant Principal is pivotal in driving improvement in Teaching and Learning across the college.
Teaching & Learning Responsibilities
¿ In conjunction with the Curriculum and Assessment Leader, oversee the development and refinement of the curriculum in alignment with the Victorian Curriculum 2.0, Victorian Teaching & Learning Model 2.0 (VTLM) and the School-Wide Instructional Model (SWIM). This will require working closely with the Learning Area Leaders, and relevant members of the Leadership Team.
¿ To oversee and drive the continued improvement of teaching and learning through the VTLM and our SWIM, incorporating the High Impact Teaching Strategies (HITS).
¿ Work closely with the Student Achievement Leader and the Learning Specialists to track student performance data, seeking opportunities to drive improvement in student outcomes.
¿ In conjunction with the VCE-VM Coordinator and Timetabler, develop and manage processes for subject selection, including updating the Course Selection website.
Whole College Responsibilities
¿ To lead the Course Selection process, working alongside the Timetable Coordinator.
¿ Conduct enrolment interviews for all new students, allocate classes and develop new student profiles for Staff Central.
Daily Organisation ¿ Coordinate whole-College Daily Organisation to assist with staffing requirements. ¿ Use Compass to ensure staffing changes for each day are shared with staff. ¿ Maintain a bank of suitably qualified and approved relief staff.
Shared Responsibilities
¿ Work with the Leadership Team, in accordance with the College¿s Organisational Chart and strategic documents to drive school improvement.
¿ Work with Year Level Leaders to consistently implement the Berry Street Education Model, School-Wide Positive Behaviour Support (SWPBS) framework and the De-escalation Continuum.
¿ Work with the Principal and Leadership Team to ensure Staff Central strategic documentation is updated..
Other Duties
¿ Lead and manage staff performance and development.
¿ Assist with staff induction, to ensure a supportive and comprehensive induction process.
¿ Represent the college at events within and beyond the college community.
¿ Maintain a child safe environment in line with DET requirements.
¿ Other duties as directed by your line manager or the principal.
Please note: The above statements are intended to describe the general nature and level of work being performed by the position. They are not intended to be an exhaustive list of all responsibilities and activities required of the position.
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
Other Information
Referees:
Up to three (3) referees with current contact phone numbers should be provided with your application.
Applications:
As well as applying on Recruitment on Line, a digital copy of the application (addressing the Key Selection Criteria) may be forwarded to:
Lyn Ellery
HR Manager
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.
Our college values of Aspiration, Respect and Empathy define Castlemaine Secondary College's (CSC) positive learning culture. All students are encouraged to achieve their personal best while developing awareness of the community around them and engaging with others in ways that build positive, respectful relationships.
At Castlemaine Secondary College, we maintain high learning expectations for both staff and students. We actively promote emotional and physical wellbeing, fostering a resilient and inclusive community of learners who feel connected, supported and inspired to succeed.
From 2026, CSC will operate through a Year Level model designed to strengthen connectedness, wellbeing, and academic achievement. Students will belong to one of four Sub-Schools, each with a dedicated Sub-School Leader and Year Level Leaders who provide targeted support and leadership:
This structure ensures that every student is known, valued, and challenged at each stage of their educational journey, with clear transitions and strong support networks throughout their time at CSC.
Five key frameworks underpin our vision for high-quality teaching and learning:
Our SWIM provides clarity and consistency for both staff and students, outlining the high expectations that guide every classroom. Teachers are supported to be lifelong learners who continually refine their practice to meet the needs of all students.
The BSEM underpins our relational and wellbeing focus, requiring staff to demonstrate unconditional positive regard for all students at all times. BSEM strategies are embedded within our SWIM to ensure learning environments that are calm, predictable, and rigorous.
Through SWPBS, we explicitly teach and acknowledge our college-wide expectations, promoting a culture of respect, safety, and engagement in all areas of the school.
Enhancing literacy and numeracy remains a central focus at CSC. Strong foundational skills in these areas empower students to access the full curriculum and pursue diverse future pathways. Success in literacy and numeracy is a shared responsibility between the college, students, and families.
Castlemaine Secondary College continues to invest in creating learning environments that reflect our culture of Aspiration, Respect, and Empathy.