Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 5
Occupation: Principal and assistant principal
Location: Melbourne - Inner South East suburbs
Reference: 1551307
(a) Vision and values
Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.
(b) Teaching and Learning
Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.
(c) Improvement, Innovation and Change
Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.
(d) Management
Demonstrated capacity to ensure that the school's human, physical and financial resources are efficiently allocated and managed.
(e) Development
Demonstrated capacity to create a professional learning community that is focused on the continuous improvement of teaching and learning, supporting all staff to achieve high standards and commitment to their own learning and wellbeing.
(f) Engagement
Demonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities.
The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the deployment of resources provided by the Department and the school community.
At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters, that the decisions of the council are implemented and that adequate support and resources are provided for the conduct of council meetings.
The principal is accountable for the overall management and development of the school within statewide guidelines and Government policies. A clear set of accountabilities, which distinguish their work from other members of the Teaching Service and the education community are set out in detail in the contract of employment.
The core accountabilities of all principals are to:
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
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
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.
To be eligible for appointment as a principal a person must either:
Ashwood High School
Ashwood High School is an aspirational co-educational secondary school that provides an outstanding all-round educational experience. We support, inspire and empower our students to achieve their personal best and become confident, compassionate and positive contributors to our community and the wider world.
Since 1958, Ashwood High School has been an integral part of its local community, combining strong traditions and values with a contemporary approach to education. Our state-of-the-art facilities are set within an exceptional 15-hectare campus, providing an outstanding environment for learning, sport, recreation and community participation. A major building program was completed in 2024 with the opening of our STEAM and Research Centre, further enhancing the breadth and depth of learning opportunities available to our students.
Ashwood High School consistently achieves strong academic outcomes. Our VCE median study score was 32 in 2025, with 10.1% of students achieving study scores of 40 or above. In recognition of these results, Ashwood High School was named one of the top government schools in Victoria for VCE results in 2025.
We are proud of our achievements, but our aspirations extend beyond maintaining strong results. Ashwood High School is committed to being recognised as one of Victoria's leading government secondary schools, fostering a culture of high expectations, continuous improvement and educational excellence - embracing innovation, evidence-based practice and learning alongside high-performing schools and systems. We define excellence not by school sector, but by the quality of teaching, leadership, culture and opportunity provided to every student, and by developing the whole person through a rich, holistic education that supports each student's intellectual, social, emotional and physical growth.
We focus on developing critically aware, resilient and independent learners. High-quality teaching, high expectations and authentic relationships underpin our approach. Through differentiated, challenging and academically rigorous learning experiences, students are encouraged to be curious, take responsibility for their learning and progress, challenge themselves and strive for their personal best.
A School Where Students Are Known, Supported and Connected
Student wellbeing is central to the Ashwood High School experience. Our significant wellbeing program works alongside teaching and learning to create a welcoming, safe and supportive environment where every student is known and valued as an individual. Through strong relationships, consistent expectations, student voice, leadership opportunities and targeted wellbeing and inclusion programs, we help students build resilience, confidence, independence and a strong sense of belonging.
Ashwood High School is proud to serve a diverse and evolving community, with students bringing a broad range of cultural, social and economic backgrounds, experiences and perspectives. We are committed to ensuring every student has equitable opportunities to thrive, and we foster a culture in which diversity is respected, individual strengths are celebrated, and every student is challenged to achieve their potential - developing the empathy, responsibility and understanding they need to contribute positively to society.
An Education That Extends Beyond the Classroom
One of Ashwood High School's great strengths is the extraordinary breadth of opportunities available to our students.
Our extensive extracurricular and enrichment program enables students to explore their interests, discover new strengths and develop skills and relationships beyond the classroom. Opportunities span four broad areas:
Academic Excellence
Sporting Excellence
Creative Arts
Civics, Citizenship and Leadership
Through sport, music, performing and creative arts, academic extension, clubs, competitions, camps, leadership, community activities and other enrichment experiences, students are encouraged to participate fully in school life.
These experiences are an important part of an Ashwood High School education. They build confidence, teamwork, creativity, leadership and connection, complementing academic learning and helping our students develop as capable, responsible and well-rounded young people prepared to contribute positively to an increasingly complex world.
A Strong and Connected Community
Ashwood High School has a strong sense of community and belonging. Students, staff, families and community members actively participate in the life of the school, contributing to the events, activities and opportunities that enrich our students' experience. Our relationships extend beyond the school gates: we value partnerships with parents and carers, local schools, community organisations, sporting clubs, businesses and government, which strengthen our school and broaden opportunities for our students. We see education as a shared endeavour - this active participation from students, staff, families and the wider community is what creates the strong sense of connection and collective responsibility that has characterised Ashwood for almost 70 years.
Leadership at Ashwood High School is founded on collaboration, trust, integrity and collective responsibility. We value respectful relationships and open communication, seeking diverse perspectives and working towards outcomes through consultation, consensus and mutual respect. We hold high expectations matched by accountability - honouring commitments, applying decisions consistently and fairly, and embracing continuous improvement. We believe strong leadership is built on strategic thinking, relationship-building and delivering on commitments through honesty, reliability, responsibility, loyalty and service - and that the best outcomes for students come when leadership is shared, connected and focused on the school's long-term success.
Our Values
As members of the Ashwood High School community, our behaviours and relationships are guided by our CHOIR values:
Community of learning and trust
High Expectations - aspire to your personal best
Optimism, reflection and resilience
Innovation, creativity and sustainability
Respect for teachers, students, school and self
These values are reflected in the way we learn, lead, work together and contribute to our community. They underpin our commitment to excellence, inclusion, personal responsibility, continuous learning and positive relationships.
Ashwood High School is proud of its academic achievement, outstanding facilities and breadth of educational opportunity. Equally important are the relationships, sense of belonging and community spirit that underpin our school.
Ashwood High School is a school with heart, where every student is known, supported, challenged and valued, both as a person and as a learner. We seek to ensure every student leaves Ashwood High School not only well educated, but confident, resilient, connected and equipped to make a positive contribution to their community and the wider world.
As a community, we aspire to develop young people who are curious, capable and compassionate; individuals who value learning, embrace responsibility, demonstrate integrity and contribute positively to the communities in which they live, work and lead.