SC1: Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a College
(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC2: Planning, policy and program development and review
(i) Outstanding capacity to develop student learning and achieve high quality student outcomes.
(ii) Demonstrated ability to implement Department policies to a high level.
(iii) An understanding of, and a commitment to, the use of learning technologies to:
enhance the teaching and learning program and ensure students develop 21st century skills
ensure students use technology safely, ethically and efficiently
enhance communication and organisational practices
SC3: Leadership of staff and students
(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.
(ii) 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.
SC4: Interpersonal and communication skills
(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.
(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
(iii) An ability to work with parents and the community to develop a strong learning environment.
SC5: Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
The Assistant Principal - Strategic Leadership and School Improvement will be a key member of the Principal Team and will contribute to the strategic leadership, management and improvement of Bendigo South East Secondary College.
The role will have oversight of an allocated student cohort, while also contributing to whole-school leadership across learning, wellbeing, engagement, inclusion, operations and school improvement priorities. This is not a narrow year-level management role. It is a strategic leadership position requiring the successful applicant to work as part of a collective Assistant Principal structure, where each Assistant Principal leads a designated area of the school while contributing to whole-school improvement.
The successful applicant will be expected to provide visible, responsive and values-driven leadership. They will lead improvement within their allocated cohort, support and develop middle leaders, strengthen consistency of practice, and contribute to the implementation of key whole-school priorities. This includes strengthening high expectations for students and staff, improving attendance, engagement and learning behaviours, supporting the implementation of the BSE Instructional Model, and ensuring that wellbeing and learning systems work together to improve student outcomes.
The Assistant Principal will work closely with the Principal, other Assistant Principals, Leading Teachers, Learning Specialists, Education Leaders, Year Level Leaders, wellbeing staff, classroom teachers, education support staff, students, families and external partners.
The role requires a leader who can balance strategic improvement with day-to-day responsiveness; who can build trust while maintaining high expectations; and who can lead change in a complex secondary school environment with clarity, optimism and persistence.
Reports to: Principal
Works with: Principal Team, Leading Teachers, Learning Specialists, Education Leaders, Year Level Leaders, Wellbeing Team, Inclusion Team, Learning Area Leaders, Education Support staff and external partners
Direct reports: Staff and leaders within the allocated cohort and portfolio, as determined by the Principal
The Assistant Principal will:
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contribute to the implementation, monitoring and evaluation of the School Strategic Plan, Annual Implementation Plan and whole-school improvement priorities
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work collaboratively with the Principal Team to lead the next stage of the College¿s improvement journey
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provide strategic oversight of an allocated student cohort, including student achievement, attendance, engagement, behaviour, wellbeing and connectedness
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lead and support Year Level Coordinators, Education Leaders and other staff connected to the cohort
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strengthen a culture of high expectations for every student, every day, including attendance, punctuality, preparation, productivity and learning behaviours
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ensure consistent implementation of the College¿s expected learning behaviours and continuum of educative responses
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support the implementation of the BSE Instructional Model and high-quality teaching practices aligned with the Victorian Teaching and Learning Model 2.0
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contribute to the development of a guaranteed and viable curriculum, rigorous assessment practices and effective use of student learning data
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support teachers and leaders to use evidence, including NAPLAN, PAT, AtoSS, attendance, behaviour and school-based assessment data, to inform planning, instruction and intervention
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lead coherent approaches to wellbeing, engagement and inclusion, ensuring learning and wellbeing systems work together to support student success
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support the implementation of multi-tiered systems of support, Disability Inclusion, Individual Education Plans, Student Support Groups and targeted student interventions
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contribute to the review and refinement of College structures, programs, routines and learning environments to maximise instructional time and student engagement
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build leadership capability in middle leaders through coaching, feedback, clear expectations and professional support
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lead effective teams and meetings that are purposeful, evidence-informed and connected to College priorities
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build strong relationships with students, families, carers, staff, external agencies and senior secondary providers
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model the Department of Education values, Child Safe Standards, professional integrity and the behaviours expected of principal class officers.
In addition to the key responsibilities outlined above, the Assistant Principal will:
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undertake duties as determined by the Principal
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contribute to whole-school decision-making, operational leadership and improvement planning
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lead designated portfolios, teams or projects as allocated
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ensure Department policies, legislative requirements and Child Safe Standards are implemented effectively
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contribute to a safe, orderly, inclusive and aspirational learning environment for all students.
Success in the Role
Success in this role will be reflected through:
Student Outcomes
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improved attendance, punctuality, engagement, learning behaviours and connectedness
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improved student learning growth, achievement and pathway readiness
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more consistent student experiences across classrooms, cohorts and year levels
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students experiencing high expectations, effective support and quality learning every day.
Staff Outcomes
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middle leaders are supported to lead with greater clarity, consistency and impact
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staff experience clear expectations, professional support and constructive feedback
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teachers are supported to strengthen instructional practice, assessment and use of data
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teams operate with stronger alignment, accountability and shared responsibility.
College Outcomes
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the Principal Team operates as a coherent and strategically aligned leadership group
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whole-school priorities are implemented consistently across cohorts and portfolios
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learning, wellbeing, engagement, assessment and instructional systems are better connected
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College structures, routines and communication better support student learning, staff practice and community confidence.
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.
COLLEGE PROFILE
Bendigo South East Secondary College is a Year 7-10 secondary college located in Flora Hill, Bendigo. The College is entering an important new chapter in its improvement journey, with a renewed leadership structure, a clear focus on strengthening whole-school practice, and a strong commitment to improving outcomes for every student.
As a 7¿10 setting, Bendigo South East Secondary College plays a critical role in preparing young people for success in senior secondary pathways, including VCE, VCE Vocational Major, VET, apprenticeships, traineeships and other post-school options. The College works in partnership with families, community agencies, neighbouring schools and senior secondary providers to ensure students are supported to make informed choices and experience success in their learning and future pathways.
The College has a strong commitment to student engagement, wellbeing, inclusion and learning growth. Specialist programs, including the Athlete Development Program, Academy of Creative Arts and Music Program, provide opportunities for students to connect with school through areas of strength and interest.
Bendigo South East Secondary College is undertaking significant improvement work focused on establishing high expectations, strengthening instructional practice, embedding a guaranteed and viable curriculum, improving assessment practices, enhancing student engagement, and reviewing structures and programs to maximise learning time. The College is seeking leaders who are prepared to contribute to this work with energy, clarity, resilience and a strong moral purpose.
This Assistant Principal position represents a significant opportunity to contribute to the next stage of the College's development. The successful applicant will join a Principal Team committed to working collectively, visibly and strategically to bring about sustainable change for students, staff and the broader school community.
