KSC 1- Educational Leadership
i. Outstanding capacity for visionary and exemplary educational leadership of a school or college.
ii. 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
i. Demonstrated financial, organsiational and resource management skills
KSC 3- Planning, policy and program development and review
i. 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
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.
KSC 5- Interpersonal and communication skills
i. 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.
6. Rowville Secondary College Community Context
(i) Demonstrated capacity to develop positive, trusted relationships with students, families and the broader Rowville community, with the ability to lead behaviour, wellbeing and inclusion practice in a way that reflects the character of a large, dual-campus college with distinct specialist program communities (RIA, RSA, MSA/STEM, General Excellence).
(ii) An understanding of, and sensitivity to, the needs of a diverse student and family community, with a demonstrated ability to build confidence and trust with families navigating behaviour, wellbeing or inclusion matters, and to represent the College's approach clearly and consistently across both campuses.
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.
Assistant Principal ¿ Behaviour, Wellbeing and Inclusion
Assistant Principal
East Campus / West Campus ¿ identical role
Accountable to: College Principal
Collegial relationship with: Campus Principal (campus); AP Teaching and Learning
Context
The Assistant Principal ¿ Behaviour, Wellbeing and Inclusion holds campus-based responsibility for the student experience, behavioural culture, and wellbeing infrastructure at their assigned campus. They work within the College's broader leadership team to ensure consistent, high-quality approaches to student management, pastoral care, and inclusion ¿ while maintaining day-to-day presence and operational authority on campus.
This role works in close partnership with the AP Behaviour, Wellbeing and Inclusion on the other campus to maintain college-wide coherence and equity of experience for all students.
Key Responsibilities
Behaviour and Safe and Orderly Environment
Lead and continuously improve campus-level implementation of the College's behaviour management processes, ensuring they are efficient, consistent, and focused on improved student outcomes.
Lead the implementation of Tier 1 and Tier 2 behaviour supports within the College's Whole-School Positive Behaviours Matrix and Expected Behaviours framework, including Positive Classroom Management Strategies (PCMS) and trauma-informed practice.
Monitor and analyse behavioural data on campus, identifying trends and leading targeted responses in partnership with Sub-School Leaders.
Ensure students are managed safely and with dignity across all behaviour responses on campus.
Student Wellbeing
Lead and support the Wellbeing Team and Sub-School Leaders on campus to promote a positive climate for learning, ensuring students have timely access to appropriate levels of support.
Build the capacity of campus leaders and Learning Mentors to support student voice, connectedness, and a sense of belonging at the College.
Liaise with Student Support Services (SSS) to coordinate external support for students and families, ensuring referral pathways are clear and timely.
Oversee campus wellbeing responses for students with complex or intersecting needs, including those in Out of Home Care and Koorie and Torres Strait Islander students, in line with the College's obligations and commitments.
Lead or support college-wide initiatives relating to Koorie and Torres Strait Islander student engagement, achievement, and cultural inclusion.
Lead or support college-wide initiatives to strengthen outcomes for students in Out of Home Care, including participation in Student Support Groups and transition planning.
Inclusion (Campus Implementation)
Support the campus-level implementation of Disability Inclusion, working collaboratively with the College's Inclusion Leader ¿ a Leading Teacher position within the Positive Climate team with college-wide scope.
Work with Sub-School Leaders, Learning Mentors, and the Inclusion Leader to ensure students with disability and additional needs are appropriately supported, with Individual Education Plans (IEPs) in place and actively used.
Facilitate access to reasonable adjustments for students on campus, drawing on the expertise of the Inclusion Leader and allied health staff.
Participate in Student Support Group meetings and Disability Inclusion Profile meetings as required, supporting the team around the learner.
Champion an inclusive campus culture in which students with additional needs are fully included in school life.
Leadership and Operations
Contribute to College-wide leadership through active participation in the Principal Class team, joint planning with the partner campus AP, and whole-school initiatives.
Manage relevant campus staffing and resourcing within the wellbeing and inclusion space, in consultation with the College Principal.
Undertake other duties as requested by the College Principal.
College Committees and Groups
Key Relationships
College Principal ¿ direct supervisor
Campus Principal (campus) ¿ collegial
AP Teaching and Learning (college-wide) ¿ collegial
Sub-School Leaders (Junior, Middle, Senior) on campus
Inclusion Leader (Leading Teacher, Positive Climate team)
Wellbeing Team (MHP, counsellors, student support staff)
Learning Mentors
Student Support Services (SSS)
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
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.
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.
