Campus Assistant Principal-Range 2

State Government of Victoria, Australia; Morwell; On-site; AUD 120,000 - 170,000; Full time

Job summary

Kurnai College in Gippsland seeks an accomplished Principal/Assistant Principal to lead educational programs across five campuses. You will drive change, manage budgets, and ensure high quality teaching while engaging families and the community.

The role requires strategic planning, strong leadership and a commitment to inclusive education and student wellbeing across the Latrobe Valley.

Qualifications

• Educational leadership required with ability to drive change and school improvement.
• Strong planning, policy development and program review capabilities.
• Proven capacity to manage resources, budgets and staff across multiple campuses.
• Excellent interpersonal and communication skills with parents, students and staff.
• Commitment to inclusive education and student wellbeing.

Responsibilities

• Oversee and lead teaching programs across five campuses to ensure high quality learning.
• Implement and monitor school policies, budgeting and staff performance.
• Engage with parents and the community to support student outcomes.
• Lead professional learning to enhance teaching practices and leadership capabilities.
• Maintain high expectations for staff and student engagement and success.

Skills

Educational leadership

Change management

Strategic planning

Communication with stakeholders

Student welfare focus

Education

Victorian Institute of Teaching registration

Leadership experience in education

Tools

Learning technologies

Job description

Occupation: Principal and assistant principal

Location: Gippsland - Latrobe

Reference: 1544539

Location Profile

Kurnai College is a multi-campus college in the Morwell and Churchill area of the Latrobe Valley, about 150 kilometres south-east of Melbourne. The College has three mainstream campuses, with two Years 7-10 campuses located at Morwell and Churchill, and a senior campus for Years 11-12 co-located at Federation University in Churchill. The College also administers two satellite campuses to cater for students at risk the Latrobe Valley Flexible Learning Option (LVFLO) Campus and the Kurnai Young Parents Program (KYPP) Campus.

Kurnai College has approximately 1450 students attending across its five campuses and employs 214 equivalent full-time (EFT) staff.

The Kurnai College Statement of Purpose reads: To build a Learning Community with a global perspective which promotes respect and achievement.

The College has moved to a collaborative approach to drive curriculum and pedagogical development. The College has a team of instructional coaches to help build teacher capacity and provides instructional leadership development opportunities for teaching staff over the period of the current plan.

The College has developed a strong ICT network and continues to build its e-learning capacity at every opportunity.

We welcome all students to our College and are particularly proud of our efforts to be an inclusive learning community. The College has been recognised for its work in forging links with the Indigenous community and continues to welcome students from all backgrounds, working with all to achieve success. In recent years the College has changed its logo to better reflect our Koorie connection and respect for the Gunai Kurnai people.

The College works hard to connect with our local community to increase the number of Kurnai students in further education and training.

The College looks to the future with a sense of optimism and a positive frame of mind. With a stronger focus on our Kurnai identity and on belonging to one College across five campuses, combined with an understanding of and commitment to our purpose, we move confidently forward striving to provide the best possible learning opportunities for all members of our learning community.

Selection Criteria

(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 students learning with 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 development 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.

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

Managinggeneraldisciplineandstudentmatters,andtransitions:

Implementinginterventionstrategiesthataddressadvancedandcomplexcasesincluding critical incidents, e.g. suspensions, escalations including parent meetings

ManagingIrisreporting

Communicatingwithstaff,students,parentsandothergroupsasappropriateregarding student behaviour and transitions and engagement.

Developingrelationshipsandliaisingwithappropriateproviderstosupportthewellbeing needs of students.

Setting high expectations for student and staff performance, and actively leading and participatingin professionallearningtobuildthepracticeexcellenceofstudentsandstaff.

Encouragingsharingofteachingbestpractice.

TobeagreedwithCollegePrincipal:Managingateachingload.

Contributingtoapositive,collaborative,andinclusivecampusculturethatbuildscapacityinstudents and staff.

Assistinginthedevelopmentoftheleadershipcapabilitiesofthecampusleadershipteam.

AssistingtheCampusPrincipalwithoverseeingtheknowledge,capabilitiesandprofessional conductofcampusstaffincludingdevelopment,performancemanagementandmentoring.

AssistingtheCampusPrincipalwiththeworkforceplanningandbudgetfor resourceson campus and across the college including participating in the recruitment and selection process for vacant roles.

Engagement

Maintainingastrongpresenceintheparentcommunitybyactingasanambassadorofthe school at key events.

HighlightingtotheCampusPrincipalachievementsoftheschoolandofindividualstudents as appropriate.

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 [e-mail]

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:

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:

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• 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

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).

Applications close Tuesday 6 October 2026 at 11.59pm