SC1. Educational leadership
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Outstanding capacity for visionary and exemplary educational leadership of a school or college
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Highly developed skills in leading and managing change including the leadership of others in the process of change
SC2. Financial, managerial and administrative ability
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Outstanding financial, organisational and resource management skills
SC3. Planning, policy and program development and review
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Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes
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Demonstrated ability to implement Department policies to a high level
SC4. Leadership of staff and students
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A highly developed capacity to motivate staff, develop their talents and build an effective team
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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
SC5. Interpersonal and communication skills
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Highly developed interpersonal and communication skills in individual, small group and community contexts
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Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity
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An ability to work with parents and the community to develop a strong learning environment
SC6 School Specific Criteria
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Demonstrated commitment to fostering an inclusive, supportive and culturally responsive environment where all students, families and staff feel valued, connected and empowered to belong and contribute.
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Demonstrated capacity to build the capability of others and contribute to a positive, collaborative and high-performing culture, including the development and refinement of systems, structures and processes within a rapidly growing secondary school
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
Wollert Secondary College is seeking an innovative and highly relational Assistant Principal for Engagement and Operations to help lead a positive, inclusive and high-performing school culture within a growing secondary school located in one of Victoria's fastest-growing growth corridors.
The successful applicant will provide strategic leadership of sub-school operations, student engagement, attendance, behaviour and wellbeing support, and school-wide improvement initiatives, ensuring all students are supported to belong, engage and thrive within an inclusive learning environment.
Working collaboratively with staff, students and families, the Assistant Principal for Engagement and Operations will lead initiatives that enhance student outcomes, including the implementation of Positive Classroom Management Strategies (PCMS), the Victorian Teaching and Learning Model (VTLM) 2.0 and the College's Multi-Tiered System of Supports (MTSS).
The successful applicant will oversee a sub-school comprising approximately three year levels, leading student engagement, attendance, behaviour and wellbeing supports while contributing to whole-school improvement priorities. As a growing school, the role will play a key part in developing and refining the systems, processes and operational structures that enable effective school functioning and student success.
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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.
Wollert Secondary College opened in 2023 and is located in a rapidly developing growth corridor, with enrolments steadily increasing each year. The school currently has approximately 600 students across Years 7 to 10 and is projected to grow to approximately 800 students in 2027, when the College will offer Years 7 to 11. When the College reaches its full Year 7¿12 program, total enrolments are expected to exceed 1,000 students.
Wollert Secondary College is a Supported Inclusion School, which is a mainstream setting with additional professional expertise and purpose-built facilities to support students with intellectual disabilities. We offer excellent learning opportunities for all students through high-quality programs founded on evidence-based, high-impact teaching and learning practices.
At Wollert Secondary College, we pride ourselves on empowering, preparing, and equipping students for the opportunities and challenges they will encounter beyond school. It is an exciting time to be part of the Wollert Secondary College community. We are known for our positive learning culture, dynamic educators, robust curriculum, strong wellbeing support, beautiful grounds, state-of-the-art technologies, and distinctive facilities.
Our vibrant school culture has generated strong community engagement and high demand for enrolments.
We offer a rich, contemporary, and comprehensive curriculum, complemented by a wide range of student excellence programs, co-curricular clubs, leadership opportunities, adventure camps, and year-round house activities.
We hold high expectations for student achievement. Our students are encouraged to strive for their personal best and take full advantage of the many opportunities available to showcase their talents, pursue their interests, and continue building knowledge and skills for life.
Looking ahead, Stage 2 of our school build is scheduled for completion by the end of term 2 in 2026. This exciting development includes a brand-new Arts and Technology building, a new learning neighbourhood, and the addition of nine new portable classrooms. These state-of-the-art facilities will significantly enhance the learning environment, providing students with innovative, modern spaces designed to support and enrich their educational experience.
Our Mission
Our mission is to foster a learning environment where students Aspire, Acquire, and Achieve. Students at Wollert Secondary College are aspirational learners who are guided to acquire the necessary skills and knowledge to achieve personal success.
Our Vision
Preparing our students for the brightest future, Wollert Secondary College is committed to delivering a learning experience that supports each student¿s individual needs, passions, and dreams. Our inclusive and engaging environment fosters a love of learning, empowering students to embrace challenges and explore new experiences, while ensuring learning remains rich, relevant, and meaningful.
Our Values
At Wollert Secondary College, our values underpin all that we do. We aim to build a strong, respectful, and inclusive school culture by living out the values of:
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Be Kind ¿ Treat others with respect and compassion. We model generosity and empathy as we foster a welcoming and inclusive environment.
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Be Brave ¿ Show curiosity, resilience, and confidence. We model perseverance, embrace challenges, and adopt a growth mindset as we strive for personal excellence.
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Be True ¿ Act with honesty and sincerity. We model integrity and fairness as we stay true to ourselves, our values, and our beliefs.
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Be Safe ¿ Be responsible, reliable, and accountable. We model caution, care, and consideration in all situations to ensure a safe learning environment for all.
