Applicants are requested to present a written response to the key selection criteria below:
1.0 Strengthen Curriculum Quality and Consistency Through Evidence-Based Pedagogy Lead strategic
development, implementation, and evaluation of curriculum and instructional practice across the school, with a primary focus on embedding evidence-based pedagogy and high-impact strategies where student engagement traditionally flags. Ensure high-quality, coherent programs that drive student growth and achievement across all year levels.
2.0 Enhance Student Engagement, Belonging, and Attendance Drive evidence-based approaches to student wellbeing and engagement, embedding early intervention strategies for priority cohorts showing disengagement. Monitor disengagement indicators to achieve a 10% reduction in chronic absenteeism (students missing 20+ days) in Years 8 and 9, fostering a school culture that strengthens student agency and belonging.
3.0 Optimise Academic Pathways and Targeted Interventions Strengthen learning growth and academic pathways through data-informed decision-making and targeted Tier 2 support. Focus strategic efforts on Year 8 as a dedicated intervention year, utilizing pre- and post-intervention growth data to improve Year 7 to 9 NAPLAN progress and increase the proportion of students reaching the top two proficiency bands.
4.0 Build Leadership Capacity and Collaborative Practice Lead and develop teaching teams and middle leaders by embedding collaborative practice, leading Professional Learning Communities (PLCs), and establishing robust middle leader accountability structures. Build collective capacity through coaching and targeted professional learning to improve instructional delivery across the school.
5.0 Use Data and Strategic Processes to Drive Improvement Lead the systemic collection and analysis of pre- and post-intervention, achievement, and attendance data to evaluate program efficacy, monitor student growth, and drive continuous improvement cycles that enhance overall school performance.
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 programs 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 middle years 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
Enquiries regarding the position can be directed to Principal Mr. Stephan Fields on 0467 755 126.
Applications should be submitted via School Jobs Vic (formally Recruitment Online)
https://www.education.vic.gov.au/hrweb/careers/Pages/advacsSch.aspx or a copy of your application can be emailed to Mrs. Julie Pickering, Personnel Manager,
[email protected] marked Confidential Assistant Principal Years 8 & 9 Sub School by 11.59pm on the closing date.
Responses to the Key Selection Criteria and a Resume including the names of three referees, their contact numbers and email addresses must be included in the application.
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 https://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.
Ballarat High School is a vibrant and inclusive government secondary school with a proud history dating back over a century. The school caters to approximately 1,500 students from Years 7 to 12 and offers a broad, challenging and future-focused curriculum designed to meet the diverse needs and interests of our students.
Ballarat High School is a learning community where every person is valued, respected, and challenged as a learner. At Ballarat High School, we are guided by the core values of Pride, Respect and Responsibility, which underpin all aspects of school life. These values shape a positive school culture where students are encouraged to strive for excellence, take ownership of their learning and behaviour, and contribute meaningfully to their community.
We are committed to evidence-based teaching, student wellbeing and the ongoing professional growth of our staff.
With strong community connections, modern facilities and a culture of high expectations, Ballarat High School provides a dynamic environment where all students are supported to thrive.
