1. Demonstrated ability to effectively lead and manage Junior School operations, including student enrolment, transition and orientation processes, student wellbeing and engagement programs, behaviour support and student discipline processes, assemblies and recognition events, and whole-school initiatives. Proven capacity to develop, implement and review systems, processes and practices that support effective school operations, ensure compliance with Department policies, and drive continuous improvement in student outcomes and experiences.
2. Demonstrated capacity to lead student wellbeing, engagement and inclusion initiatives, including the coordination of targeted and intensive supports for students with complex learning, behavioural, attendance and wellbeing needs. Proven ability to foster a positive, safe and inclusive school culture that promotes student participation, connectedness, resilience and success.
3. Demonstrated experience in leading whole-school student engagement and wellbeing programs, including the development, implementation and review of mentoring frameworks, Learning to Learn programs, sub-school structures and student recognition practices. Proven ability to lead teams, establish consistent school-wide expectations, and utilise strategic planning and continuous improvement processes to enhance student engagement, wellbeing and achievement across Years 7-12.
4. Demonstrated expertise in leading whole-school improvement through the implementation of evidence-based teaching and learning practices, curriculum leadership, assessment and reporting processes, and the strategic use of student achievement data. Proven ability to build the capacity of teachers and leaders through professional learning, coaching and collaborative practice, while leading the implementation of priorities aligned with the School Strategic Plan and Annual Implementation Plan to improve outcomes for all students.
5. Highly developed interpersonal and communication skills, with a demonstrated capacity to lead the management of complex student cases and build productive partnerships with students, families, feeder primary schools, First Nations communities, external agencies and community organisations. Proven ability to foster meaningful engagement and collaboration that supports student learning, wellbeing, successful transitions and positive educational outcomes.
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 program 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.
As an Assistant Principal - Junior School your duties include but are not limited to the following:
Junior School:
Oversee the effective implementation of Junior School operations
Coordinate and oversee all student enrolments into the Junior School
Act as case lead for students with Tier 3 needs and support Sub School Leader with Tier 2
Whole School Transitions:
o Lead and regularly review the whole school enrolment process for new students, including effective transition into Year 7
o Lead the annual Grade 6 to 7 transition process, including oversight of the DE Placement Policy
o Lead the CHS Transition Team
o Lead the implementation of Grade 4/5 experiences, including Master classes and Year 7 return visits to primary schools
o Lead and co-ordinate parent/carer information evenings related to transition
o Oversee communication of relevant information to CHS staff, particularly teachers regarding transition and enrolment
Support implementation of termly sub school assemblies such as start of year welcome and Achievement, and Recognition)
Support the planning and operation of the annual Presentation Awards Night
Student discipline matters beyond the management of classroom teachers, Sub School teams, Junior School Coordinators prior to the involvement of the Principal
Overseeing all aspects of student wellbeing for Junior School students from Years 7 to 9
Providing Principal class level assistance with the implementation of the School Wellbeing and Engagement Policy
Sub School Practice Improvement:
Lead the annual review, planning and implementation of the whole school program for Years 7 to 12
Lead the development and review of Years 7-12 Mentor framework and scope and sequence (with AP Senior School)
Oversee Sub School assembly framework to ensure consistency of practices
Develop, implement and regularly review sub school processes and procedures
Lead the Sub School leadership team to build consistency in implementation
Oversee the work of the Sub Schools teams to successfully and consistently:
o Lead school wide implementation of pre-conditions and blitzes (e.g. uniform, equipment, mobile phone/headphones, laptop)
Lead whole school Learning to Learn curriculum delivered through Home Group Mentor (with AP Senior School)
Engagement - Community:
Lead the college's Marrung (First Nations) strategy, including recognition of important dates and events
Establish and maintain community partnerships with key groups
Teaching and Learning:
Co-lead implementation of Science of Learning practices across the school (with AP Operations)
Oversee implementation of the Victorian Teaching and Learning Model (VTLM 2.0), including professional learning for staff and alignment to practices and processes at CHS
Oversee the consistent implementation of the PIER Instructional Model, including a professional learning program to build staff capacity to reflect and implement the model effectively
Lead implementation of the school-wide curriculum and assessment framework
Oversee the implementation of PLCs across the school
Oversee and lead the Teaching and Learning Team, by working in partnership with the Leading Teacher Curriculum and Assessment to co-chair the KLA Team
Lead whole school data use
Oversee and coordinate annual PAT testing schedule and operations
Oversee and coordinate annual NAPLAN testing and operation, including NAPLAN familiarisation for students, exemptions and withdrawals (alongside LS Teaching and Learning Leaders and Sub School Leaders)
Lead school-wide reporting processes and practices (including continuous reporting)
Develop and implement a whole school assessment calendar
Oversee mapping and assessment of General Capabilities across Years 7 to 10
Oversee whole school Respectful Relationships implementation, including through Mentor
Oversee the effective implementation and ongoing growth of the LAUNCH program
Other:
Directly assist the Leadership Team to implement the School Strategic Plan and Annual Implementation Plans
Organise and monitor appropriate Professional Development to assist all staff to improve student learning
Lead and coach relevant members of the Leadership Team
Oversee the CHS alumni program
Liaise with HSR to ensure a safe environment for staff and students
Promote positive working relationships between students, staff and the community
Teach one class to model practice excellence
Other duties as directed by the Principal
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
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
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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.
Welcome to Camberwell High School
Camberwell High School (CHS) is a Years 7-12 co-educational secondary school with an enrolment of approximately 720 students, including 95 international students. Located in the leafy inner-eastern suburb of Camberwell, just 10 kilometres from Melbourne's CBD, Camberwell High School is a vibrant and inclusive learning community with a proud history dating back to 1941. The school is well connected by train, tram and bus services and is surrounded by parks, cafés and local amenities, making it an attractive and accessible place to learn and work.
As we celebrate 85 years of Camberwell High School, we do so with deep respect for the legacy that has shaped our community and a strong commitment to the future of every young person in our care.
Camberwell High School has long been recognised for its enduring values of Achievement, Creativity, Respect and Responsibility and for its strong sense of community. As a government school, we believe in the transformative power of public education and the opportunities it provides for every student to learn, grow and thrive.
Our students are thoughtful, capable and full of potential. We are committed to supporting them to become confident, engaged and successful learners by fostering excellence, celebrating achievement, and providing opportunities for students who demonstrate subject mastery to further extend and enrich their learning.
Our staff are deeply committed to their profession, their students and one another. Our families and wider community play a vital role in shaping a culture that values both achievement and belonging. Together, we are building a learning community that honours tradition, embraces innovation and remains focused on the needs and aspirations of our students.
This combination of rich history, strong community partnerships, high expectations and a commitment to continuous improvement ensures that Camberwell High School remains a place where every student is known, supported and challenged to achieve their best.
