Kambrya College is a co-educational Government secondary school in Berwick, Victoria, Australia. In 2026, we will have a student population of over 2500 students. We offer a broad range of programs from Years 7-12, culminating in highly effective VCE (academic and vocational majors) programs in the senior years. Our VCE results place us in the top 13% of Victorian Government Secondary Schools.
Our staff culture is one of both high expectations and collective efficacy. Our annual DET staff opinion survey results consistently show that we are 10-20% above the state average in all core indicators, such as school climate, collective efficacy, collective focus on student learning, and staff trust in colleagues. Overall, our staff survey results show that for school climate indicators we are in the top 10% of all Victorian Government Schools. Our College also has a strong focus on developing leadership skills for staff, and we have a broad range of leadership positions available for staff to progress their careers. We take particular pride in our approach to supporting and mentoring teachers who are new to the profession.
Kambrya College provides outstanding support and opportunities for all teachers to develop their skills. Our school culture is extremely positive, with Department of Education School Staff Survey results above the 90th percentile in many categories. For example, our "Staff Trust in Colleagues" component in 2023 was in the 92nd percentile in the state.
Graduate teachers are extensively supported to achieve their full registration with VIT, through a simple and streamlined process with extensive support. In addition to the regular 5% reduction, our beginning teachers have their teaching load further reduced to give them access to DE's "Career Start Program" which includes PD and additional mentoring.
The career opportunities at Kambrya College are vast. With a structured Leadership Development Program, one-to-one GROWTH coaching for all teachers and tiered opportunities for leadership and development, we have an extremely high staff retention rate.
In the Junior School (Years 7-9) we operate four vertical sub-schools which each reflect one of our core values (integrity, achievement, respect and compassion). Students join one of these four sub schools and remain in this sub school with their peers and a core group of teachers until the end of Year 9. Senior School students are still part of a sub school however they have their own separate buildings and facilities including a study room and access to a small kitchen.
Our College has a great range of facilities, including seven fully functional science laboratories, three kitchens (including one hospitality centre), a three court gymnasium complex, a 200 seat performing arts theatre, woodwork and systems technology rooms and art studios. The College has a strong focus on developing numeracy and literacy skills for all students and has a range of programs to support student development. To support aspiring athletes, the College also runs an Athlete Development Program and has recently constructed a new fitness centre to support their program. For those with a passion for performing arts, the College offers a Musician Development Program (MDP) with a large number of bands/ensembles, specialist instrumental staff, a variety of instruments to learn and numerous opportunities to perform. The annual College Production brings together all aspects of visual and performing arts and remains one of the prized all-inclusive student events on the calendar each year. Our vocational training facilities for senior students include fully equipped centres for Building and Construction, Plumbing, Hairdressing, Beauty Services, Hospitality and Kitchen Operations, and Sport and Recreation Management. At the end of 2024 a stunning new two-story building will be opened, along with an extension to the science wing of two additional chemistry classrooms.
Kambrya builds and maintains strong international connections with sister schools in Japan and Germany. Furthermore, the College facilitates a range of Australian based camps and experiences for students.
We have a strong focus on student health, engagement and wellbeing, and we are use a School Wide Positive Behaviour System to recognise student behaviours and create a culture of mutual respect. We have a large Student Health, Wellbeing and Engagement Centre which hosts a range of clinicians and counsellors to support students. We have a range of tailored programs to support both the emotional and academic development of our students.
Our annual Student Attitudes to School survey results demonstrate that we are a school on a strong trajectory of improvement, and in the last five years we have increased all measures significantly. Many are now in the top 20% of the state, and some even in the top 10%. Overall, we increased from the bottom 49% in 2017 to the top 25% of all Victorian Government Secondary Schools in 2022.
KSC 1 : Educational Leadership
Outstanding capacity for visionary and exemplary educational leadership of a school or college.
Highly developed skills in leading and managing change including the leadership of others in the process of change.
KSC 2 : Financial, managerial and administrative ability
Outstanding financial, organisational and resource management skills.
KSC 3 : Planning, policy and program development and review
Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
Demonstrated ability to implement policies to a high level.
An understanding of and a commitment to, the use of learning technologies to improve teaching and learning.
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.
Highly developed interpersonal and communication skills in individual, small group and community contexts.
Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
An ability Whole-School Teaching, Learning and Curriculum Leadership to work with parents and the community to develop a strong learning environment.
KSC 6 : Whole-School Teaching, Learning and Curriculum Leadership.
Demonstrated capacity to lead the development, implementation and evaluation of a coherent whole-school teaching and learning vision.
This includes curriculum, pedagogy, assessment and reporting practices, aligned with the Victorian Teaching and Learning Model 2.0, the Victorian Curriculum and the school's strategic priorities.
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.
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.
