Assistant Principal-Range 2

Department of Education Victoria; City of Knox; On-site; AUD 120,000 - 150,000; Full time

Job summary

Scoresby Secondary College, located in the City of Knox, seeks an assistant principal to lead educational programs and drive student outcomes. You will manage staff, budgets and program delivery, ensuring a high standards of teaching and a supportive school environment across Junior and Senior School.

The successful candidate will implement Department policies, foster staff development and work with families and the community to support student learning.

Qualifications

• Outstanding capacity for visionary and exemplary educational leadership of a school.
• Highly developed skills in leading and managing change including the leadership of others.

Responsibilities

• Lead and manage school programs in line with policy and strategic plans.
• Oversee budget, staffing and resource use within your designated area.
• Ensure delivery of high-quality teaching programs and student outcomes.
• Drive staff development and professional learning.
• Foster safe, supportive learning environments for all students.

Skills

Educational leadership

Change management

Financial management

Resource management

Policy implementation

Learning technologies

Staff motivation

Team development

Communication with parents

Interpersonal skills

Education

Victorian Institute of Teaching registration

Job description

Department of Education Victoria – City of Knox VIC

11d ago , from Department of Education & Training Victoria

Scoresby Secondary College is a vibrant, growing learning community located in the City of Knox, proudly serving families across Scoresby, Knoxfield, Ferntree Gully, Rowville, Lysterfield, Wantirna South, and Boronia. With a current enrolment of around 250 students¿which is projected to rise significantly over the coming years¿the College offers a supportive environment where every individual is known and valued.

Key Highlights

• Sub-School Structure: Organized into a Junior School (Years 7 to 9) and a Senior School (Years 10 to 12), tailored to meet the developmental and educational needs of students as they transition from early adolescence into adulthood.
• High Expectations & Culture: Anchored by a strong Code of Conduct that ensures a safe, orderly environment, fostering personal responsibility, active participation, and the belief that all students can achieve success.
• Junior School: A robust core program covering English, Mathematics, Science, Humanities, Mandarin, Physical Education, Arts, Music, and Technology.
• Senior School: Diverse pathways allowing for greater specialization, leading to high rates of successful transition into university and TAFE programs.
• Co-Curricular Opportunities: Features an exceptional voice and instrumental music program, annual performing arts productions, camps, student leadership initiatives, and extensive sporting activities.
• Modern Facilities: Includes traditional and purpose-built classrooms, a dedicated Senior School Study Centre, a Resource Centre, a gymnasium, extensive playing fields (including a four-court synthetic surface), beautifully landscaped grounds, and comprehensive ICT infrastructure.
• Community & Industry Partnerships: Collaborates closely with local businesses, industries, and tertiary providers to deliver authentic learning experiences and clear post-school pathways.

"Empowering students to aim for their personal best, take ownership of their learning, and build successful futures."

Selection Criteria

SC1 - Educational leadership

• Outstanding capacity for visionary and exemplary educational leadership of a school
• Highly developed skills in leading and managing change including the leadership of others in the process of change.

SC2 - Financial, managerial and administrative ability

• Outstanding financial, organisational and resource management skills.

SC3 - Planning, policy and program development and review

• Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
• Demonstrated ability to implement Department policies to a high level.
• An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

SC4 - Leadership of staff and students

• A highly developed capacity to motivate staff, develop their talents and build an effective team
• 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.

SC5 - Interpersonal and communication skills

• Highly developed interpersonal and communication skills in individual, small group and community contexts.
• Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
• An ability to work with parents and the community to develop a strong learning environment.

Role

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.

Responsibilities

Typically, assistant principals perform one or more of the following functions:

• supervision and coordination of the work of senior curriculum or level coordinators;
• allocation of budgets, positions of responsibility and other resources within the area of responsibility;
• supervision of the delivery of teaching programs;
• management of programs to improve the knowledge and experience of staff;
• responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
• contribute to the overall management of the school;

Who May Apply

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

Diversity and Inclusion

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*******@education.vic.gov.au

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.

Child Safe Standards

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

DE Values

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

No job description available

Conditions of Employment

No job description available

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures';
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.