Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 6
Occupation: Principal and assistant principal
Location: Melbourne - Eastern suburbs
Reference: 1500141
(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.
(g) Community Criterion
Demonstrated capacity to manage resources and align practices in a dual campus setting.
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
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:
Rowville Secondary College was established in 1990 and is located approximately 40 kilometres east of Melbourne. We have 1886 students enrolled from Year 7 to 12, across two campuses. The original campus, later referred to as the West Campus, caters to students in years 7 to 12 in our General Excellence program, as well as being home to our Maths and Science Academy (MSA). The East Campus opened in 1996 and caters to our Sports Academy (RSA) and Institute of Arts (RIA) students in years 7-12.
Rowville Secondary College's mission statement is "Nurturing strengths to grow curious and powerful learners".
We believe everyone can reach their full potential when they feel supported within their community. We know that all of us have skills, talents and passions that represent our individual strengths that we must use to reach our potential. We believe that a growth mindset allows individuals to understand that the journey of learning and trying to improve is more important than the final destination. We believe that curiosity drives motivation for life-long learning. We believe that powerful learners have agency and ownership of their own learning which allows them to adapt and grow in a changing world. We care about students academic growth as well as their physical, social and emotional health and well-being. We put the student at the centre of all our decisions.
We have developed structures and processes for ensuring that each child is well known, empowered and part of a vibrant, caring community. RSC has adopted a strengths-based approach to education that values diversity and uses students passions to motivate individuals to be curious and powerful learners.
RSC provides a multitude of pathway options for every student, ensuring that each individual is provided with the opportunity to fulfil their potential. Our focus is on high expectations, mastery and a strong sense of the importance of learning. Working through an individual's strengths increases confidence and promotes self-esteem. This enables students to take risks with their learning, even in subject areas and disciplines that they find challenging.
Students enrol in one of four learning programs:
Institute of the Arts (RIA) is based at the East Campus and offers an integrated arts and academic education for talented and aspiring students who love dance, drama, media, music and/ or visual art. Students spend one-third of the curriculum completing specialist and broad arts subjects that are enriched in a variety of ways including Artists in Residence, workshops led by industry professionals and regular excursions and incursions. The 500 seat Performing Arts Centre and specialist dance studios allow students to participate in authentic performance and exhibition opportunities at an industry acclaimed standard.
Sports Academy (RSA) is based at the East Campus and is a full time integrated academic and sporting program for students that love AFL, Basketball, Cricket, Football, Golf, Netball, Tennis and Volleyball. Students spend one-third of the curriculum working with highly qualified sporting coaches to develop their skills, talent, strength and conditioning. The exceptional facilities available in the Sports Precinct allow students to be supported by physiotherapists, exercise psychologists, dieticians, and podiatrists. An intensive leadership program is also an integral part of the development of our young athletes.
Maths and Science Academy (MSA) is based at the West Campus and promotes academic excellence and innovative thinking through an integrated, themed and practical curriculum for students who love Science, Technology, Engineering and Mathematics (STEM). Students spend one-third of the curriculum completing innovative mathematics and science curriculum including design and exploration through extended and immersive projects. Research and reallife application of scientific method combined with an integrated robotics program underpins acceleration, enrichment and promotion of STEM from year 7 to year 10.
General Excellence (GE) is based at the West Campus and is an academic program that provides for diversity of talent and interest. It has the broadest range of both core curriculum and elective subjects and allows students to explore and discover their strengths and passions. It provides curricula and extra curricula opportunities for students who love a combination of arts, sports, mathematics, science, language, literature, technology and humanities subjects.
In Year 11 and 12, students can select to complete VCE Standard, VCE Vocational Major or School Based Apprenticeships and Traineeships.
The school is committed to School Wide Positive Behaviour, and in 2024 introduced Behaviour Point Averages (BPA) designed to give students high quality feedback and agency in relation to
powerful learning behaviour.
Our vertical house model supports the development of strong and positive connections between students and teachers; and to ensure that each and every one of our students feel safe and connected at school. All students are supported to embrace their strengths, to nourish their sense of self, and to always tackle life's many challenges with a growth mindset and a curious outlook.
Every student has a Learning Mentor who is their advocate at school. Learning Mentors are committed to knowing students as an individual and as a learner. Learning Mentor Class and activities run every morning with students across all year levels learning about positive learning habits, engaging in goal setting and career mapping and forming strong friendships and interaction through mindfulness activities, building learning strengths, celebrating birthdays and sharing student success stories. Activities are designed to build student confidence and encourage them to take risks, shaping their identity as curious and powerful learners in a range of contexts.
At Rowville Secondary College, we know that if our students are empowered as learners, actively contributing to both their own education and whole school initiatives, their self-efficacy is enhanced, and they experience significant growth in motivation, wellbeing and achievement. As such, student agency is a fundamental component of both our culture within each and every classroom, as well as across our house system more broadly.
Hands on Learning is a special program offered at the Western Campus. It offers students a practical, project-based learning environment where they work collaboratively on meaningful projects that develop both technical and social skills. The hands-on approach helps students develop confidence, resilience, and problem-solving abilities while improving school attendance and engagement. The program's focus on student wellbeing creates a safe space where children can express themselves and build positive relationships. By connecting academic learning to real-world applications, Hands on Learning helps students see the relevance of their education while developing practical skills that prepare them for future careers and life beyond school.
Our school offers a comprehensive program for International Students, from Years 7 to 12 and in our four programs. We support students through local homestay as well as an effective wellbeing program provided by regular celebrations and gatherings of our International Student Community.