Department of Education Victoria – Melbourne VIC

1d ago , from Department of Education & Training Victoria

Diamond Valley College is a proud and thriving secondary school on the northern urban fringe of Melbourne. We serve students from both suburban and rural communities, including Diamond Creek, Hurstbridge and Doreen, and smaller communities such as Kinglake, St Andrews and Panton Hill. This diversity is one of our greatest strengths. It enriches the college experience and builds a strong sense of belonging among our students, staff and families.

Our college values of Confident, Curious, Collaborative and Caring are new, and we embed them alongside the School-Wide Positive Behaviour Support (SWPBS) initiative to create a calm, respectful and purposeful learning environment. Our strategic priorities are clear: improving attendance, strengthening SWPBS, and lifting outcomes for every student. We are also building consistent, evidence-based teaching across all learning areas, guided by the Victorian Teaching and Learning Model (VTLM) 2.0. We support this through instructional coaching and collaborative professional learning, because the best thing we can do for our students is invest in the capability of our staff.

We have invested in our facilities to support this work. They include the Performing Arts Centre, with modern music facilities and a 150-seat theatre, a revitalised Resource Centre with a redesigned library and suite of classrooms, a new Science Centre, and significant upgrades to student amenities and the Technology Centre.

With approximately 870 students expected in 2027 and continued growth ahead, Diamond Valley College offers a comprehensive curriculum that supports the diverse pathway goals of our students. We are large enough to provide a wide range of academic options and small enough to deliver the personalised care that our students and their families value.

Our strong ties with local primary schools and the wider community help us respond to the needs of our students. Our High Achievers Program (HAP) has been redesigned so that all Year 7 students can access it. Extension and enhancement are then built into the curriculum as students move up, so that by Year 9 high expectations are part of everyday learning. Our highly sought-after Sports Academy, established in 2018, offers programs in AFL, netball, basketball, tennis and elite gymnastics support.

In Years 7 to 10, we offer a broad and inclusive curriculum with a strong emphasis on student agency. Our Senior Sub School (Years 11-12) provides an extensive VCE program, including the VCE Vocational Major (VM), with VET and pathway options to suit every student's goals. Students also have excellent opportunities for student voice and leadership, and a comprehensive extra-curricular opportunities that includes sport, music, public engagement, camps and overseas travel. Together, these ensure a well-rounded and enriching educational experience.

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 workplace.

SC6 School Specific

- A clear passion for active involvement at the school community level that connects stakeholders and creates an environment in which students thrive.

Role

The Assistant Principal (Range 2) reports directly to the Principal and is a member of the Diamond Valley College Leadership team.

You will have primary responsibility for the management of a significant area of the school. This may be a subschool, as well as a key area or a portfolio that aligns with the school's strategic focus. You will ensure the effective development, provision and evaluation of the education program in that area. Within the framework of the school's Strategic Plan, policies and budget, you will have the authority to make significant decisions about the program, budget and staff in your area of responsibility.

You will contribute to the overall management of the school through involvement in policy formulation and decision making. This includes analysing the needs of our students and translating state education policy and frameworks into programs that meet the needs of all students.

You will lead the effective use of the teaching staff and program budget in your area, and provide oversight and leadership of the educational programs delivered with those resources.

Building Staff Capability

A central responsibility of this role is to build the capability of others. We are looking for a leader who develops staff by strengthening their knowledge, confidence and practice. This means coaching and enabling teams to solve problems and lead improvement themselves, rather than solving problems for them.

Responsibilities

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

- Lead and supervise the delivery of teaching and learning programs, using evidence to monitor and improve student outcomes.
- Build the capability of staff by managing programs that strengthen their knowledge, skills, confidence and practice, including performance and development processes.
- Contribute to a child safe environment, in accordance with the Child Safe Standards.
- Support student engagement, wellbeing and behaviour, including the management of matters beyond the classroom level.
- Manage allocated staffing and program budgets to deliver the school's priorities.
- Contribute to the overall management of the school, including policy development and decision-making.
- Provide leadership within the College Leadership Team, modelling and advancing the College's values and vision with staff, students and the wider community.
- Lead improvement, innovation and change through creative and collaborative processes, aligned with DE-endorsed initiatives and the school's Strategic Plan.
- Lead change at the highest level of professional practice by:
- gathering information, analysing data and making informed decisions
- developing strategies, aligning resources, motivating stakeholders and implementing actions for improvement.





- Model exemplary personal qualities, social and interpersonal skills, and ongoing learning.
- Build an outstanding professional culture within the College's professional learning community.
- Undertake other duties as directed by the Principal.

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:

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:

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'; 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.

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📌 Assistant Principal-Range 2 (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne