Assistant Principal-Range 2

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

Job summary

Rosehill Secondary College (Department of Education Victoria) seeks an Assistant Principal to lead teaching and learning initiatives within a dynamic, high-performing school community in the Moonee Valley network. You will oversee curriculum delivery, staffing, budgets, and wellbeing programs while enabling exceptional student outcomes.

The role requires strategic leadership, strong financial management, and a collaborative mindset to engage families and the broader community in delivering

Qualifications

• Educational leadership required to lead a school and drive strategic outcomes.
• Strong ability to manage budgets and resources effectively.
• Experience planning, policy and program development and review.
• Proven capacity to lead staff and students to achieve high standards.
• Excellent interpersonal and communication skills with stakeholders.

Responsibilities

• Report to the principal and contribute to school-wide leadership.
• Oversee budgets, staffing and resources within the designated area.
• Supervise delivery of teaching programs and curriculum implementation.
• Lead and support staff development and performance improvement.
• Collaborate with parents and community to strengthen learning environments.

Skills

Educational leadership

Financial management

Policy development

Leadership of staff

Interpersonal communication

Education

VIT registration or eligible

Job description

Department of Education Victoria – Rosehill NSW

1d ago , from Department of Education & Training Victoria

Rosehill Secondary College sits on a spacious, attractive site with views over the Maribyrnong River Valley and is part of the Moonee Valley Network of schools in the Southwest Region. As a 7-12 single campus, co-educational school, we pride ourselves on providing outstanding educational opportunities for all students, delivered by passionate teachers through our comprehensive tailored curriculum. The college values of Respect, Initiative and Learning are underpinned by behaviours that are taught through the School Wide Positive Behaviours in Schools program.

Rosehill Secondary College is a school with a strong academic focus and a history of consistently high academic results. At Years 7 and 8, in addition to core English, Mathematics, Science and elective subjects, students undertake additional Literacy and Numeracy classes. A Selective Talent and Enrichment Program (STEP) is designed to cater for intellectually and academically capable students. This is further enhanced by our Advanced Mathematics (RAMP), English (REAP) and the recently introduced Advanced Science (RASP) Programs at Years 7-9. The Year 10 level is structured as an introductory year to VCE, with many students embracing the opportunity to undertake advanced studies. Programs such as MYLNS and tutoring have also become embedded within our structure. Rosehill Secondary College has excellent VCE results and is committed to supporting a broad range of careers and further education pathways by also offering the VCE VM program and onsite VET.

Rosehill Secondary College is committed to child safety. Our calm and nurturing environment is reinforced by consistent and effective student management and teaching teams and is further supported by an outstanding and committed workforce consisting of a balance of highly experienced and graduate teachers, a visible Principal Class and committed Education Support Staff. Our inclusive college embraces both social and cultural diversity and we are committed to continuing to effectively implement the Respectful Relationships program.

Rosehill Secondary College is committed to providing a safe, orderly, and supportive learning environment. Student wellbeing is prioritised through a comprehensive framework that includes the Respectful Relationships program and Berry Street Education Model strategies. This is supported by consistent student management processes and a dedicated wellbeing team.

Rosehill provides excellent facilities for our students with a designated Year 11 Study Centre, and a purpose-built Year 12 Study Centre. An EAL and international student collaboration space complements our International Student Program. As a multicultural community we understand the benefits of globalization and exposing local students to other perspectives and experiences. We enjoy bespoke science rooms, renovated visual arts spaces and a well-resourced library. A new STEM Centre was completed in 2020 and hosts our Virtual Reality experience. In 2021 the school oval was fully refurbished and together with newly resurfaced basketball and tennis courts, weights room and a gymnasium, students have ample space and high-quality facilities at their disposal. Significant passive recreational areas are also available throughout the school grounds. The most recent capital works program has delivered a state-of-the-art Auditorium and learning facilities including an exclusive fashion/design area; media room, ceramics room and Music complex. Additional improvements include an Inclusion Hub, Student Wellbeing Centre, and upgraded student amenities.

In the final year of its current Strategic Plan, the College remains focused on sustaining strong outcomes in Teaching and Learning and Wellbeing, while continuing to enhance student achievement, engagement, and inclusion.

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

• 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.

Typical 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

Typical, 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 (seeWorkplace 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

School Tours -

10:00am - Wednesday 30th September 2026

4:00pm - Wednesday 7th October 2026

To book a tour, please contact the College on 9337 2488 or email the Principal at ***************@education.vic.gov.au

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'; and
• 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.