Selection Criteria

SC1. Educational leadership

- Demonstrated capacity to provide strategic and instructional leadership that improves the quality of teaching and learning and achieves improved student outcomes.
- Highly developed leadership skills in managing change, building staff capability, and driving evidence-informed teaching and learning through a shared vision, high expectations, consistent practice, and collective responsibility for student progress.

SC2. Financial, managerial and administrative ability

· Outstanding financial, organisational and resource management skills.

SC3. Planning, policy and program development and review

- Demonstrated capacity to lead data-informed curriculum planning, assessment and collaborative teacher judgement to monitor student progress, address learning needs and deliver consistent, high-quality teaching and improved outcomes across a K¿12 setting.
- Demonstrated ability to develop, implement and evaluate policies, programs and improvement initiatives aligned with College priorities and Department requirements, fostering engaging, responsive learning experiences that enhance student achievement, engagement and pathways beyond Year 12.

SC4. Leadership of staff and students

- Highly developed capacity to build and lead cohesive, high-performing teams through professional learning, coaching, feedback, clear expectations, collaborative practice and shared accountability, fostering continuous improvement.
- Demonstrated commitment to student wellbeing, engagement, attendance, behaviour and inclusion, ensuring every student is known, supported and challenged to achieve their potential through learning opportunities that recognise their individual strengths and aspirations.

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.

SC6. College and community leadership

- Demonstrated capacity to strengthen the K¿12 learning journey, building meaningful connections between year levels and supporting successful transitions, student retention and engagement from the junior years through to senior school.
- Ability to work collaboratively with students, families, staff and community partners to build confidence in the College, promote its strengths and strengthen the learning and pathway opportunities available to students.
- Demonstrated understanding of the opportunities and challenges of a rural school context, with the capacity to respond proactively to community needs and support the long-term sustainability and success of the College.
- Capacity to foster a strong sense of belonging, aspiration and pride in the College, ensuring every student and family sees value in being part of the Balmoral K¿12 community.

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 versatile 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.

Child Safe Standards

Victorian government schools are child secure 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

Conditions of Employment





- 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).

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

Location Profile

Balmoral K¿12 Community College is situated in the rural township of Balmoral in the Southern Grampians Shire, located in Victoria¿s Western District, 328 km west of Melbourne, with Hamilton 70 km to the south and Horsham 75 km to the north. The township and surrounding area have a population of approximately 200 people. The College maintains strong and valuable links with the local community, with students and staff regularly involved in projects and activities across the Southern Grampians Shire, as well as the neighbouring West Wimmera Shire and Horsham Rural City.

Students are predominantly from farming families, and most travel to school by bus from outlying districts. The College is serviced by five buses, transporting children from three-year-old Kindergarten through to Year 12. The school buildings and grounds are extensive, well maintained, and contribute significantly to the strong sense of pride within the community.

The College takes outstanding pride in its `Exceeding¿ rated Kindergarten being on the College grounds. The kindergarten has exceptionally strong links with the broader College and is considered an essential and fully integrated part of the K¿12 setting.

The College offers highly competitive working conditions, including some of the smallest class sizes in the region, and we routinely support individual staff needs to ensure a positive, balanced working environment. We also strive to maintain a genuinely family-friendly workplace culture that recognises and accommodates the diverse circumstances of our staff. The College has eight Teacher Houses provided by the Department, which play an important role in welcoming new teachers to the area.

Professional learning opportunities are aligned closely with individual roles and growth goals, and we will continue to strengthen whole-school wellbeing initiatives in 2026. These combined commitments help create a workplace where staff feel valued, supported, and able to perform at their best.

Our College Values ¿ Respect, Nurture, Inspire ¿ were adopted in 2019 following significant community consultation, with Student Voice ultimately leading the decision-making process.

📌 Assistant Principal-Range 1 (Victoria)
🏢 Government schools
📍 Victoria