Rowville Secondary College is a large, thriving government school located 40km east of Melbourne, with 1,900 students across two campuses. Established in 1990, we've built a reputation for innovation, academic excellence, and a genuine commitment to knowing every student as an individual.
Our Mission Nurturing strengths to grow curious and powerful learners.
Four Specialist Programs, One Community
Our unique structure offers teachers diverse pathways and specializations:
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Institute of the Arts (East Campus) - Integrated arts education in a 500-seat performing arts centre with industry-standard facilities
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Sports Academy (East Campus) - Elite sporting program with dedicated sports precinct, allied health support, and high-performance coaching
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Maths & Science Academy (West Campus) - STEM excellence through project-based learning, robotics, and real-world application
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General Excellence (West Campus) - Broad academic program with extensive elective offerings and pathway flexibility
All programs lead to VCE, VCE Vocational Major, or School-Based Apprenticeships and Traineeships.
Why Teach at Rowville?
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Strengths-based approach - We use positive psychology and evidence-based practices to support both student and staff growth
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Sub-School structure - Junior, Middle, and Senior Sub-Schools on each campus, with dedicated Learning Mentors ensuring every student is well known and supported through the right developmental lens at the right stage
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Genuine professional learning culture - Whole-school instructional focus underpinned by Professional Learning Communities (PLCs), embedded instructional coaching, and a shared language of practice across every classroom
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Exceptional facilities - Two campuses with specialist spaces purpose-built for learning
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Student agency focus - School Wide Positive Behaviour framework with Behaviour Point Averages promoting powerful learning behaviours
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Supportive leadership - Experienced team committed to staff wellbeing and professional growth
Professional Learning at Rowville
We take teacher growth as seriously as student growth. Staff are supported through structured PLCs, instructional coaching partnerships, and whole-school professional learning built around contemporary evidence - including cognitive load theory and high-leverage classroom strategies. Our approach is collaborative, data-informed, and genuinely embedded in everyday practice, not a one-off PD calendar.
Our Community
We're a school that puts students at the centre while recognizing that great teaching happens when staff feel valued, supported, and professionally challenged. Our size allows for specialization and career progression while maintaining genuine collegial relationships.
We're looking for educators who share our commitment to high expectations, growth mindset, and the belief that every student can reach their full potential when supported by a caring, expert community.
KSC 1 ¿ Educational Leadership
Outstanding capacity for visionary and exemplary educational leadership of a school or college.
Highly developed and demonstrated skills in leading and managing change including the leadership of others in the process of change.
KSC 2 ¿ Financial, Managerial and Administrative Ability
Demonstrated financial, organisational and resource management skills.
KSC 3 ¿ Planning, Policy and Program Development and Review
Demonstrated ability to implement Department policies to a high level, including the ability to manage issues related to master planning and innovative development of College resources to achieve high quality student outcomes across the school.
KSC 4 ¿ Leadership of Staff and Students
A highly developed capacity to motivate staff, develop their talents and build an effective team.
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
An ability to work with individuals, small groups and the community to develop a strong learning environment using your interpersonal and communication skills in a complex school.
KSC 6 ¿ Rowville Secondary College ¿ Inclusion Leader Context
Demonstrated capacity to lead the College's response to learning diversity across Disability Inclusion, Koorie and Torres Strait Islander education, EAL, Out of Home Care, and high-ability extension, working college-wide across both campuses. Demonstrated ability to work collaboratively as a member of the Instructional Leadership Team and in close partnership with the Assistant Principals ¿ Behaviour, Wellbeing and Inclusion on each campus, strengthening the link between Tier 2 wellbeing support and classroom instructional practice.
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.
Classification: Assistant Principal ¿ Range 1
Accountable to: College Principal
Works closely with: Assistant Principal ¿ Teaching and Learning; Assistant Principals ¿ Behaviour, Wellbeing and Inclusion (East and West)
Standing member: Principal Class Team; Instructional Leadership Team
Context
The Assistant Principal ¿ Inclusion is a college-wide Principal Class role with responsibility for the full breadth of learning diversity at Rowville Secondary College. This role sits at the intersection of Teaching and Learning and student wellbeing, with a deliberate design to strengthen the bridge between Tier 2 support and classroom practice across both campuses.
As a member of the Principal Class Team, the Assistant Principal ¿ Inclusion carries college-wide strategic accountability for learning diversity and reports directly to the Principal. The role works in close partnership with the Assistant Principal ¿ Teaching and Learning and the Assistant Principals ¿ Behaviour, Wellbeing and Inclusion on each campus, and participates as a member of the Instructional Leadership Team, bringing a learning diversity lens to whole-school instructional decisions.
Key Responsibilities
Disability Inclusion
Lead the College's transition to and ongoing implementation of Disability Inclusion, including coordination of Disability Inclusion Profile (DIP) meetings and support for school leadership in applying funding to evidence-based reasonable adjustments.
Maintain college-wide oversight of Individual Education Plans (IEPs), ensuring the College meets its obligations and that IEPs are active, purposeful documents used by teachers.
Build staff capacity to understand, develop, and implement high-quality IEPs and personalised goal setting.
Review and improve school processes for Student Support Groups, ensuring efficient and student-centred practice across both campuses.
Collaborate with allied health staff, external therapists, and Student Support Services (SSS) contacts to coordinate the team around the learner.
Champion the rights and interests of students with disability and additional needs across the College community.
Transitions
Ensure effective transition arrangements are in place for students with disability and additional needs, with particular attention to primary-to-secondary transition and continuity of support across year levels.
Coordinate transfer of information between feeder schools, services, and internal teams to ensure students are known and supported from day one.
Koorie and Torres Strait Islander Students
Lead college-wide initiatives to strengthen engagement, achievement, and cultural inclusion for Koorie and Torres Strait Islander students.
Maintain relevant documentation and support obligations, including Koorie Engagement Support Officer (KESO) liaison and IEPs where applicable.
Out of Home Care (OOHC)
Oversee college-wide processes and obligations for students in Out of Home Care, including participation in Student Support Groups, Educational Needs Assessments, and liaison with carers and support agencies.
English as an Additional Language (EAL)
Maintain college-wide oversight of EAL identification, ensuring students with English language learning needs are accurately identified and their progress monitored across both campuses.
Coordinate support for EAL students in collaboration with the English Learning Specialist, ensuring language learning needs are understood and responded to within mainstream classrooms.
Monitor EAL student growth data and use findings to inform whole-school planning and targeted responses.
Victorian High Ability Program (VHAP)
Coordinate the College's participation in the Victorian High Ability Program, identifying eligible students and supporting their engagement with extension opportunities.
Work with the Assistant Principal ¿ Teaching and Learning and Learning Area Leaders to ensure high-ability students are appropriately challenged within the mainstream curriculum.
Intervention Programs
Lead and oversee evidence-based reading and numeracy intervention programs across the College, ensuring students are identified early and placed in appropriate programs.
Monitor intervention data and report on student progress to the Instructional Leadership Team, using findings to inform whole-school instructional decisions.
Coordinate the College's tutoring program, ensuring equitable access and effective deployment of tutors.
Tier 2 ¿ Bridging Wellbeing and Learning
Work in active partnership with the Assistant Principals ¿ Behaviour, Wellbeing and Inclusion (East and West) to strengthen Tier 2 support, ensuring students identified through wellbeing pathways receive timely academic support, and that learning barriers are recognised within wellbeing responses.
Contribute to the Positive Climate team, bringing a learning diversity and instructional perspective to student wellbeing planning.
Support Sub-School Leaders and Learning Mentors to understand and respond to the learning needs of students receiving Tier 2 support.
Instructional Leadership
Participate as a standing member of the Instructional Leadership Team, contributing data and insight on learning diversity, intervention impact, and inclusive practice.
Support professional learning for staff in areas including differentiation, EAL-responsive teaching, high-ability extension, and inclusive classroom practice.
Contribute to the College's implementation of VTLM 2.0 through a learning diversity lens.
Principal Class Leadership
Contribute as a member of the Principal Class Team to whole-college strategic planning, policy development, and resourcing decisions relating to learning diversity and inclusion.
Represent the College's approach to inclusion to families, external agencies, and the Department as required.
Deputise for other members of the Principal Class Team as required.
College Committees and Groups
Principal Class Team ¿ member
Instructional Leadership Team (ILT) ¿ standing member
College Positive Climate Committee
Key Relationships
College Principal ¿ direct supervisor
Assistant Principal ¿ Teaching and Learning ¿ collaborative
Assistant Principals ¿ Behaviour, Wellbeing and Inclusion (East and West campuses) ¿ collaborative
Instructional Leadership Team (standing member)
Positive Climate team
Sub-School Leaders (Junior, Middle, Senior) across both campuses
Learning Mentors
Wellbeing Team (MHP, counsellors, student support staff)
Allied health staff and external therapists
Student Support Services (SSS)
Families, carers, and external agencies
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.
