- Educational leadership
- Outstanding capacity for visionary and exemplary educational leadership of a school or college.
- Highly developed skills in leading and managing change including the leadership of others in the process of change.
- Financial, managerial and administrative ability
- Outstanding financial, organisational and resource management skills.
- 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.
- 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.
- 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.
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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 [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.
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
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
- 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
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.
Rutherglen High School (enrolment 282) is situated in north-east Victoria servicing the rural townships of Chiltern, Rutherglen, Springhurst, Wahgunyah and the surrounding farming communities. We are increasingly a school of choice and as such attract students from Barnawartha, Wodonga, Corowa, Howlong and Albury. We have a balanced number of female and male students, with 4% being from an Aboriginal or Torres Strait Islander background. The overall socio-economic profile is deemed to be 'medium'. The school's workforce consists of 33.1 EFT teachers and 16 EFT Educational Support Staff. Year 7 has an integrated curriculum approach to facilitate a smoother transition from primary school. The Year 9 Future Makers program successfully extends and challenges students to build strong links within the local and broader community, developing students' leadership and program management skills. Various extension and enrichment opportunities are offered to our highly capable students to support their development. We run both academic and vocational programs for students in Year 10 to 12 to extend pathway options for all students. Despite being a small school, we prioritise running a broad range of VCE subjects (including VET and Vocational Major) to cater for the interests and needs of all students. Parent satisfaction fluctuates by approximately 10% from year to year due to small numbers of collected responses. 2025 result is similar to previous years. School Climate was reported by staff to be below State average and is likely attributed to significant change in leadership management and changes in school direction and increased alignment to Department expectations.
The Assistant Principal reports directly to the Principal.
The Assistant Principal Learning & Engagement provides strategic and operational leadership for teaching, learning, curriculum, assessment and professional practice across the school. The role leads a whole-school approach to improving teacher practice and student learning outcomes, ensuring that curriculum, instruction and assessment are aligned with the Framework for Improving Student Outcomes (FISO 2.0) and the Victorian Teaching and Learning Model (VTLM 2.0).
The Assistant Principal Learning & Engagement leads the development of a consistent, evidence-informed approach to teaching and learning, with a strong focus on the implementation of VTLM 2.0, including Planning, Explicit Teaching, Supported Application and the Elements of Learning. The role builds the capability of teachers and instructional leaders through professional learning, coaching, collaboration and the effective use of student learning data.
The position provides strategic oversight of curriculum, assessment and reporting, teacher professional practice, inclusive education and key curriculum operations, ensuring that every student has access to high-quality teaching and appropriately challenging learning.
Instructional Coaching and Classroom Observation
¿ Lead a whole-school culture of continuous improvement through the implementation of a consistent approach to classroom observation, instructional coaching and feedback.
¿ Conduct classroom observations and coaching aligned with the Victorian Teaching and Learning Model (VTLM) 2.0 and the school's Whole School Instructional Model, with a focus on improving the quality and consistency of teaching practice.
¿ Build the capability of Leading Teachers and other instructional leaders to conduct effective classroom observations, provide high-quality feedback and facilitate developmental coaching conversations.
¿ Establish clear expectations, processes and protocols for instructional coaching to ensure a consistent, supportive and evidence-informed approach across the school.
¿ Model effective coaching practices, including goal setting, observation, feedback, reflection and the identification of practical next steps for improvement.
¿ Coach teachers and instructional leaders to strengthen the implementation of Planning, Explicit Teaching, Supported Application and the Elements of Learning within VTLM 2.0.
¿ Use classroom observation evidence, student learning data and teacher reflection to identify whole-school and individual professional learning priorities.
¿ Monitor the implementation and impact of coaching to determine changes in teacher practice and their effect on student learning, engagement and growth.
¿ Foster a culture of trust, professional inquiry, shared expertise and collective responsibility, where observation and feedback are understood as integral to professional growth and continuous improvement.
Teaching and Learning
¿ Lead the whole-school implementation of the Victorian Teaching and Learning Model (VTLM 2.0).
¿ Build teacher capability in the effective implementation of Planning, Explicit Teaching, Supported Application and the Elements of Learning.
¿ Lead the development, implementation and continuous refinement of the school's Whole School Instructional Model, ensuring alignment with VTLM 2.0.
¿ Establish clear and consistent expectations for high-quality teaching and learning across all classrooms.
¿ Lead a culture of professional collaboration, observation, feedback and continuous improvement in teaching practice.
¿ Oversee the implementation of Professional Learning Communities (PLCs) to strengthen collaborative inquiry, evidence-informed practice and collective responsibility for student learning.
¿ Provide strategic oversight of programs and curriculum approaches for high-ability students, ensuring students are appropriately challenged and extended.
¿ Oversee the effective implementation of the Respectful Relationships curriculum across the school.
¿ Work collaboratively with Leading Teachers and Learning Area Coordinators to translate whole-school teaching and learning priorities into consistent classroom practice.
Curriculum and Assessment
¿ Lead the implementation and ongoing development of the Victorian Curriculum 2.0 across Years 7¿10.
¿ Provide strategic oversight of the VCE curriculum, ensuring curriculum programs meet VCAA requirements and provide appropriate pathways for students.
¿ Oversee whole-school assessment and reporting processes to ensure consistent, high-quality practices across all learning areas.
¿ Work collaboratively with the Leading Teacher Curriculum & Assessment to develop and maintain whole-school approaches to assessment, reporting, moderation and data use.
¿ Lead the effective use of student achievement and growth data to identify priorities, monitor progress and inform school improvement.
¿ Build the capability of leaders and teachers to analyse student data and use evidence to inform curriculum planning, responsive teaching and targeted support.
¿ Monitor curriculum documentation, sequencing and implementation to ensure students receive a guaranteed and viable curriculum.
¿ Oversee the planning and implementation of Parent Teacher Interviews and associated communication with families.
Staff Development and Professional Practice
¿ Lead the school's approach to building teacher capability and strengthening professional practice.
¿ Coordinate comprehensive staff induction, ensuring new staff understand school expectations, teaching and learning priorities, policies, procedures and relevant OHS requirements.
¿ Oversee the implementation of the school's Performance and Development processes, ensuring professional goals align with school priorities and support continuous improvement in teaching practice.
¿ Promote a culture of professional reflection, feedback, coaching and collaborative learning.
¿ Coordinate and support student teachers and interns, including partnerships with universities and other initial teacher education providers.
¿ Support provisionally registered teachers through the Victorian Institute of Teaching (VIT) Provisional Registration process.
¿ Work collaboratively with Leading Teachers and other instructional leaders to identify staff professional learning needs and develop targeted professional learning opportunities.
School Operations and Curriculum Administration
¿ Oversee the development and management of the whole-school calendar, ensuring effective coordination of teaching, learning and school activities.
¿ Manage approval processes for camps, excursions, activities and staff professional development, ensuring appropriate planning, compliance and alignment with school priorities.
¿ Oversee the development and annual review of the school booklist, ensuring resources appropriately support curriculum delivery.
¿ Provide strategic oversight of the Student Laptop Program, ensuring technology effectively supports teaching, learning and equitable student access.
¿ Ensure curriculum-related operational processes are efficient, clearly communicated and support the effective delivery of teaching and learning.
Inclusive and Responsive Education
¿ Provide strategic leadership for the development of inclusive and responsive, teaching and learning practices across the school.
¿ Ensure curriculum, instruction and assessment practices provide equitable access and appropriate challenge for all students.
¿ Provide strategic oversight of Disability Inclusion in collaboration with the Assistant Principal Wellbeing & Engagement and Leading Teacher Disability Inclusion.
¿ Build teacher capability to plan and implement reasonable adjustments, responsive teaching and inclusive classroom practices.
¿ Ensure inclusive education is embedded within the school's implementation of VTLM 2.0, rather than operating as a separate approach to teaching and learning.
¿ Work collaboratively with teaching, wellbeing and inclusion leaders to ensure students experiencing barriers to learning receive appropriate support while maintaining access to high-quality Tier 1 instruction.
Strategic Leadership and School Improvement
¿ Contribute to the development, implementation and evaluation of the School Strategic Plan and Annual Implementation Plan.
¿ Lead teaching and learning improvement priorities aligned with FISO 2.0 and VTLM 2.0.
¿ Use student achievement, growth, engagement and teacher practice evidence to identify priorities and evaluate impact.
¿ Build the capability of Leading Teachers and Learning Area Coordinators to lead improvement within their areas of responsibility.
¿ Monitor the implementation and impact of agreed whole-school teaching and learning practices through data, classroom observation, feedback and professional dialogue.
¿ Promote a culture of high expectations, collective efficacy, professional accountability and continuous improvement.
¿ Work collaboratively with the Principal and Assistant Principal ¿ Wellbeing to ensure a coherent whole-school approach to learning, wellbeing, inclusion and engagement.
¿ Ensure curriculum, assessment and professional practice requirements comply with Department of Education, VCAA and VIT requirements.
¿ Undertake other duties as directed by the Principal consistent with the responsibilities and classification of the position.
Expected Outcomes
¿ Consistent and effective implementation of VTLM 2.0 across all classrooms, including Planning, Explicit Teaching, Supported Application and the Elements of Learning.
¿ A clearly articulated and consistently implemented Whole School Instructional Model that establishes shared expectations for high-quality teaching.
¿ Increased teacher capability through professional learning, coaching, observation, feedback and collaborative practice.
¿ Effective PLCs that use evidence and student learning data to improve teaching practice and student outcomes.
¿ High-quality and consistently implemented Victorian Curriculum 2.0 and VCE curriculum programs.
¿ Consistent whole-school assessment, reporting and moderation practices that provide meaningful information about student achievement and growth.
¿ Effective use of student data to identify learning needs, monitor growth and inform school improvement.
¿ Increased challenge, extension and opportunities for high-ability students.
¿ Strong induction, Performance and Development and professional learning processes that contribute to a culture of continuous professional growth.
¿ Effective support and development of graduate teachers, provisionally registered teachers, student teachers and interns.
¿ Inclusive teaching and learning practices that provide all students with access to high-quality Tier 1 instruction and appropriate adjustments and support.
¿ Efficient curriculum administration and school operations that maximise time and resources for teaching and learning.
¿ Improved student achievement, growth and engagement through consistent, evidence-informed teaching practice.
¿ A whole-school culture aligned with FISO 2.0, characterised by high expectations, professional collaboration, instructional leadership and collective responsibility for improving outcomes for every student.
