Phoenix P-12 Community College is a vibrant, future-focused learning community located in Sebastopol, Ballarat. Serving a broad geographic region ¿ from the suburbs of Delacombe, Redan, and Sebastopol to the rural townships of the Golden Plains - we are proud to be a true community hub where students from Foundation to Year 12 are known, supported, and inspired to thrive.
We celebrate the diversity of our families and embrace the richness this brings to our culture. Our College is committed to delivering exceptional academic, co-curricular, and wellbeing opportunities that empower every young person to discover their strengths, pursue their passions, and confidently shape their future ¿ whether that pathway leads to university, TAFE, employment, or entrepreneurship.
At Phoenix, we believe every child can learn, grow, and succeed. Our commitment to the Science of Learning ensures teaching is grounded in evidence-based practice, high-impact strategies, and a deep understanding of how students learn. Explicit instruction and strong foundations in literacy and numeracy sit at the heart of our approach, enriched by opportunities that foster curiosity, creativity, and critical thinking. Our ICT-rich learning environment ensures students have access to contemporary digital tools to prepare them for an increasingly complex world.
Collaboration is a defining feature of our professional culture. Through Professional Learning Communities, collaborative planning, shared instructional approaches, and ongoing coaching and feedback, teachers work together with clarity and purpose. This collective expertise strengthens consistency, deepens pedagogical knowledge, and enhances both individual and collective efficacy across the College.
Phoenix provides a comprehensive, structured induction program that ensures new staff feel welcomed, valued, and equipped for success. Ongoing mentoring, professional learning, clear instructional expectations, and access to leadership ensure that every staff member - at every stage of their career-can thrive within a supportive, collaborative environment.
Guided by FISO 2.0, Phoenix places an intentional focus on Learning and Wellbeing. Our Learning Village structure creates smaller, connected communities across our campuses, ensuring every student feels known, valued, and supported:
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Foundation - Year 4: Redan Campus
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Years 5 - 6: Sebastopol Campus
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Years 7 - 10: Sebastopol Campus
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Years 11 - 12: Sebastopol Campus
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DOTS (Developing Other Talents and Skills): Grant Street Campus
Our core values ¿ Respect, Responsibility, Integrity, Cooperation, and Excellence - shape every relationship and interaction. Strong, respectful partnerships between students, families, and educators sit at the heart of our work.
As a SWPBS, Respectful Relationships, and TRP school, wellbeing and inclusion are deeply embedded in all we do. Our multidisciplinary wellbeing team - including Doctors in Schools, youth workers, social workers, and allied health professionals ¿ ensures that every student is met at their point of need.
Phoenix P-12 Community College stands as a place of opportunity, belonging, and aspiration ¿ driven by evidence-based practice, strong collaboration, robust staff support, and a shared belief in the potential of every learner. Together, we ignite curiosity, grow capability, and empower young people to shape a bright and meaningful future.
1. Educational Leadership
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Demonstrated capacity for visionary and instructional leadership
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Proven ability to lead change and build the collaborative capacity of staff, fostering collective efficacy and continuous improvement
2. Planning, Policy and Program Development & Review
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Demonstrated ability to lead strategic planning and implement Department policies
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Strong commitment to using data, evidence and learning technologies to improve student outcomes
3. Leadership of Staff and Students
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Capacity to develop, support and inspire staff, building high-performing teams
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Commitment to inclusive practices that respond to the diverse needs and strengths of all students
4. Interpersonal and Communication Skills
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Highly developed communication and interpersonal skills
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Proven ability to build positive partnerships with students, staff, families and the broader community
5. Financial, Management and Administrative Capacity
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Strong organisational, financial and resource management skills
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Ability to align resources with strategic priorities and ensure effective operations
6. Student Transitions
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Demonstrated capacity to enhance student transition to school from kindergarten.
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Demonstrated capacity to support Year 6 student¿s readiness to transition to Year 7.
Assistant Principal ¿ Head of Years P-6
All Assistant Principals work collaboratively as part of the Principal Class team. The Assistant Principal is a key instructional leader with whole-school responsibility, aligned to the AITSL Principal Standard, DET FISO 2.0, and the College's Strategic Plan (SSP) and Annual Implementation Plan (AIP).
The core purpose of this role is to improve student learning and wellbeing outcomes, driving a culture of academic excellence and connection to school through ongoing pedagogical improvement. The role also plays a critical part in strengthening partnerships between the school, families, and the wider community, fostering a connected and inclusive learning environment where every student is supported to thrive and flourish.
Key Responsibilities
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Lead a guaranteed and viable curriculum (Years P ¿ 6), ensuring high-quality teaching and learning programs
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Effective use of Formative and Summative assessment and other evidence to improve student learning growth, achievement and academic excellence, aligned to SSP and AIP targets
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Lead instructional improvement across the College based upon contemporary research (Such as the Science of Learning) and supported through coaching and observation
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Lead a consistent, school-wide approach to student engagement and wellbeing, ensuring high expectations alongside targeted support for students at risk
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Build a strong culture of aspiration and achievement, where academic success is valued, recognised and celebrated
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Build purposeful partnerships with families and community to enhance student engagement, attendance and connection to school
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Lead a School Improvement Team and contribute to whole-school improvement priorities, such as PLC¿s
Leadership Practice
The Assistant Principal will:
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Model and lead high-impact teaching and assessment practices that drive student learning growth and academic excellence
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Build staff capability through collaboration, Professional Learning Communities (PLCs) and a focus on collective teacher efficacy
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Lead a culture of high expectations, inclusion and accountability for both learning and wellbeing outcomes
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Work in close partnership with school-based teams to ensure coordinated and responsive support to maximise student learning and wellbeing in the Primary Years.
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Contribute to strategic planning and implementation with a clear focus on measurable improvements in learning, wellbeing and achievement
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Lead and develop staff to ensure consistent, high-quality practice across the Primary School.
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Undertake other duties as delegated by the Principal
Key Improvement Targets
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Improved student learning growth, achievement and academic excellence in the Primary Years
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Improved student engagement, attendance and wellbeing outcomes
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Strengthened teacher practice through PLCs, observation and feedback
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Increased family engagement in supporting student learning and school connection
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Enhanced collaboration and collective teacher efficacy across staff
Typically, assistant principals perform one or more of the following functions:
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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;
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
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.
