KSC 1 - Educational leadership
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Outstanding capacity for visionary and exemplary educational leadership of a school or college.
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Highly developed skills in leading and managing change including the leadership of others in the process of change.
KSC 2 - Financial, managerial and administrative ability
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Outstanding financial, organisational and resource management skills.
KSC 3 - Planning, policy and program development and review
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Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes including local Policy review and development.
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Demonstrated ability to implement Department policies to a high level.
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An understanding of and a commitment to the use of learning technologies to improve teaching and learning.
KSC 4 - Leadership of staff and students
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A highly developed capacity to motivate staff, develop their talents and build an effective team.
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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.
KSC 5 - Interpersonal and communication skills
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Highly developed interpersonal and communication skills in individual, small group and community contexts.
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Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
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An ability to work with parents and the community to develop a strong learning environment.
KSC 6 - Local criteria
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Demonstrated capacity to build strategic partnerships and lead programs that strengthen student outcomes, enhance community engagement and promote the school's reputation and standing as the school of choice in the Red Cliffs community.
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Evidence of developing productive relationships with families, community organisations, industry and external agencies, leading innovative programs aligned to strategic priorities and effectively promoting school achievements and opportunities to support enrolment growth and community confidence.
The Assistant Principal - Strategic School Improvement Teaching and Learning provides executive leadership to drive continuous school improvement, instructional excellence, student wellbeing, senior secondary pathways and operational effectiveness.
As a key member of the Principal Class Team, the Assistant Principal provides strategic leadership across designated portfolios, including teaching and learning, curriculum, assessment, senior secondary education, student engagement, operations, compliance and organisational improvement.
The role leads whole-school improvement initiatives aligned with the School Strategic Plan (SSP), Annual Implementation Plan (AIP) and Department of Education priorities. Through coaching, collaboration and distributive leadership, the Assistant Principal builds the capability of leaders and staff, drives the implementation of the College's strategic priorities, and works collaboratively to achieve exceptional educational outcomes for every student from Years 7-12.
The role also provides strategic oversight of the College's senior secondary programs, ensuring high-quality delivery, compliance and student achievement within the Victorian Certificate of Education (VCE), VCE Vocational Major (VM), Victorian Pathways Certificate (VPC) and Vocational Education and Training (VET) programs.
Strategic Responsibilities
- Lead the implementation, monitoring and evaluation of the School Strategic Plan (SSP) and Annual Implementation Plan (AIP).
- Drive evidence-informed improvement initiatives across learning, wellbeing, engagement, inclusion and organisational effectiveness.
- Use multiple sources of data to evaluate school performance and inform strategic decision-making.
- Lead whole-school improvement projects that improve student achievement, attendance, engagement and wellbeing.
- Ensure alignment of curriculum, assessment and reporting with Victorian Curriculum 2.0, VCAA requirements and Department priorities.
- Build coherence across Years 7-12 through aligned curriculum, instructional practice and student transition.
- Promote a culture of continuous improvement, innovation and collective efficacy.
- Contribute to strategic workforce planning, succession planning and leadership development.
- Support implementation of Department initiatives and emerging educational reforms.
- Lead the strategic development, implementation and evaluation of VCE, VCE VM, VPC and VET programs.
- Monitor participation, retention, achievement and post-school destinations.
- Ensure compliance with VCAA requirements.
- Develop partnerships with RTOs, industry and tertiary providers.
- Support the development and review of policy related to the portfolio and report to College Council.
Teaching and Learning Responsibilities
- Lead excellence in curriculum, pedagogy, assessment and reporting.
- Monitor implementation of Victorian Curriculum 2.0 across Years 7-10 and the Senior School Curriculum in line with VCAA.
- Champion curriculum review, innovation and development.
- Lead assessment moderation and consistency of teacher judgement.
- Promote evidence-based teaching practices in line with the VTLM 2.0
- Lead literacy and numeracy improvement initiatives.
- Ensure high-quality intervention, extension and inclusive education practices.
- Provide strategic leadership and oversight of VCE, VCE VM, VPC and VET programs.
- Use student achievement data to monitor growth and target improvement.
- Monitor senior secondary performance data to drive improvement.
- Lead quality assurance processes for SACs, SATs, authentication and moderation.
- Ensure personalised pathway planning and careers education.
- Support professional learning for staff delivering senior secondary programs.
- Promote innovative and flexible pathway programs.
Student Wellbeing and Engagement Responsibilities
- Lead strategies that improve student wellbeing, engagement and attendance.
- Promote positive school culture aligned with SWPBS.
- Ensure effective implementation of wellbeing frameworks and inclusion practices.
- Coordinate support for students requiring additional intervention.
- Promote culturally responsive and inclusive practices.
- Strengthen transition programs across Years 7-12.
- Support implementation of Child Safe Standards.
- Foster strong partnerships with families.
- Lead initiatives that support successful transitions into, through and beyond senior secondary education.
- Ensure comprehensive supports are in place for students undertaking VCE, VCE VM, VPC and VET.
Operational and Organisational Responsibilities
- Lead operational systems within allocated portfolios.
- Ensure implementation of Department policy and legislative requirements.
- Oversee staffing, timetabling, resource allocation and organisational planning where appropriate.
- Contribute to financial planning and resource management.
- Ensure compliance with Child Safe Standards, OHS and emergency management requirements.
- Monitor school performance through regular evaluation and reporting.
- Coordinate improvement projects across multiple teams.
- Contribute to effective governance and risk management.
- Support VCAA administrative, assessment and reporting requirements, including VASS.
- Ensure effective coordination of VET, SWL and SBAT programs where applicable.
- Monitor staffing and timetabling for senior secondary programs.
Department of Education Responsibilities
- Uphold and promote the 11 Victorian Child Safe Standards.
- Ensure compliance with Department policies and legislative requirements.
- Support implementation of key legislation including the Education and Training Reform Act 2006, Disability Standards for Education 2005, Equal Opportunity Act 2010, Occupational Health and Safety Act 2004 and Privacy and Data Protection Act 2014.
- Ensure effective use of Department systems including Compass, CASES21, VASS and eduSafe Plus.
- Support Department priorities relating to equity, inclusion and excellence.
- Ensure compliance with all VCAA requirements relating to VCE, VCE VM, VPC and VET.
- Maintain oversight of VASS data integrity, assessment procedures, examination administration and certification processes.
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
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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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
Red Cliffs Secondary College is the only government secondary school in the Mildura area catering for students from Years 7 to 12 including the VCE and VCE-Vocational Major. We are committed to developing Resilient, Compassionate and Successful Citizens, our core values that guide all aspects of College life.
Our College fosters a cooperative and inclusive learning environment where every student is supported to become a confident, independent learner with a strong sense of self-worth and empathy for others. Through our focus on resilience, compassion and success we empower students to maximise learning growth, strengthen engagement and thrive in an ever-changing world as creative and critical thinkers.
We offer comprehensive and sequential programs across all key curriculum areas. Senior students are supported through a range of pathways, including university, TAFE, apprenticeships and employment. Vocational Education and Training (VET) programs are available both onsite and through external providers. Students also benefit from dedicated wellbeing and guidance staff including a Social Worker, Mental Health Practitioner and Careers Advisor ensuring personalised support for their academic, emotional and career development.
In 2024, the College proudly launched the district¿s first onsite Sports Academy featuring specialised AFL and basketball programs led by dedicated coaches. The Academy provides students with opportunities to build resilience, demonstrate teamwork and compassion and strive for personal success through skill development and leadership.
With modern facilities, expansive grounds and a strong sense of community, Red Cliffs Secondary College serves approximately 350 students and is supported by a team of 70 staff.
The College is also the auspicing school for FLO Connect, a Flexible Learning Option that supports the re-engagement of students across the Mildura region.
At Red Cliffs Secondary College, our commitment to developing Resilient, Compassionate and Successful Citizens ensures every learner is supported to achieve their full potential and contribute positively to their community.
