Benalla P-12 College
Benalla P-12 College is located in the Rural City of Benalla which is ideally located close to the Victorian snowfields and the major centres of Wangaratta and Shepparton. The town is surrounded by quality wineries, National Parks, bushwalking trails aplenty, fishing and water skiing on the beautiful Lake Nillahcootie in your backyard, and the Murray River only an hour away. Melbourne is easily reached in two hours along the Hume Freeway and the Melbourne to Wodonga railway line also runs through the city. Benalla has that big country town feeling that makes for a relaxing family lifestyle in a supportive, welcoming community.
Benalla P-12 College was established in January 2013 as a result of the merger of all four government schools in Benalla. In 2024 major capital works were completed, which endowed the secondary college with a new STEAM building, administration building and state of the art food technology teaching space. We have also invested in our grounds with landscaped areas, and plenty of space to develop for creative minds. The College has a student population of approximately 700 across our three campuses, 400 in the Primary years and 300 at Secondary. We provide a vibrant, stimulating teaching and learning environment that commences with Foundation and continues through the secondary years to VCE and VCE VM. Our students are part of our school family, nurtured and educated by committed teachers who watch them grow and develop right through their primary and secondary education.
Our College structure is:
Avon Campus (P-6)
Waller Campus (P-6)
Faithfull Campus (7-12)
Benalla P-12 College is led by our College Principal, and each campus has a Campus Principal (Assistant Principal).
The Benalla P-12 College vision is to ensure that every child learns and is prepared for the future through a commitment to excellence in teaching, high expectations and positive relationships in a safe and inclusive environment. Our College values of Respect, Responsibility, High Expectations and Integrity also drive our work and focus.
We provide our students with opportunities to develop leadership skills through a range of programs and formal leadership positions available on each campus. We recognise that a safe and orderly learning environment and high expectations are essential elements in ensuring that all our students learn and reach their full potential and we achieve this through the implementation of the School Wide Positive Behaviour Support Program.
Students are well-known by their teachers at Benalla P-12 College, and high priority is placed on student wellbeing. We have a strong team of experienced and effective wellbeing staff to support our students to be at their best and ready to learn each and every day.
Staff at Benalla P-12 College work in teams and Professional Learning Communities. They plan collaboratively and use data to inform their teaching practice in line with our evidence based Teaching Cycle.
KSC 1 ¿ Educational leadership
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Outstanding capacity for visionary and exemplary educational leadership of a school.
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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
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Outstanding financial, organisational and resource management skills.
KSC 3 ¿ Planning, policy and program development and review
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Exemplary values as 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 DE policies to a high level.
KSC 4 ¿ Leadership of staff and students
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A highly developed capacity to motivate staff, develop their talents and build and effective team.
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A clear capacity to foster a learning environment that takes account of the individual student needs of students and helps students develop their special abilities and talents.
KSC 5 ¿ Interpersonal and communication skills
The Assistant Principal, Secondary Campus at Benalla P-12 College plays a vital and inspiring role in leading a culture of excellence, inclusion, and continuous improvement across the school. This position is about energising staff, empowering students, and transforming data and evidence into action. It is a leadership role for a visionary educator who can connect strategy with people, and who believes that every student deserves the opportunity to thrive.
As a key member of the Executive Team, the Assistant Principal works closely with the Principal to bring the College¿s Strategic Plan to life, turning aspirations into real outcomes for teaching, learning, and wellbeing. This position combines instructional leadership, data-informed decision-making, and staff capacity-building with the heart of what makes Benalla P-12 College unique: a strong sense of community, a commitment to equity, and a focus on growth for every learner.
The Assistant Principal leads the consistent implementation of high-impact teaching strategies, the use of student data to inform and evaluate learning, and the alignment of curriculum and assessment practices with the Victorian Teaching and Learning Model. They champion teacher collaboration through coaching, modelling, and professional learning that builds confidence, consistency, and clarity across classrooms. Their leadership helps create an environment where teachers feel supported to innovate, reflect, and refine their practice, and where students are engaged, challenged, and proud of their progress.
A critical focus of this role is driving the development and oversight of a whole-school assessment and data schedule that tracks growth, identifies patterns, and informs improvement priorities. The Assistant Principal uses this evidence to celebrate successes, address gaps, and ensure that every initiative, from literacy intervention to attendance, is purposeful and impactful. They also build strong partnerships with feeder schools to strengthen transitions and share data, ensuring every student arrives known, supported, and ready to succeed.
Beyond teaching and learning, the Assistant Principal plays an integral role in shaping the wellbeing and engagement of the student body. They lead the development of systems that promote consistent attendance, positive behaviour, and restorative practice, while supporting staff to create classrooms where every student feels safe, respected, and motivated to learn.
Benalla P-12 College values leadership that is visible, authentic, and collaborative. The Assistant Principal contributes to the strategic management of the school, leads with empathy and high expectations, and brings people together around shared goals. They manage budgets and resources responsibly, make informed decisions, and model the College¿s values of Respect, Responsibility, High Expectations and Integrity in every interaction.
This is an opportunity for a leader who thrives on challenge and believes in the power of education to change lives. The Assistant Principal ¿ Secondary Campus will play a central role in building a future-focused school community where learning is engaging, evidence-based, and equitable ¿ and where every student, teacher, and family is proud to be part of Benalla P-12 College.
Assistant Principals at Benalla P-12 College are trusted leaders who model professional excellence, build staff capacity, and cultivate a culture of collaboration, innovation, and high expectations. They play an active role in the strategic management of the school ¿ leading with clarity, empathy, and purpose to deliver real results for students, staff, and the wider community.
The Assistant Principal will typically perform the following functions:
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Provide visionary and strategic leadership of significant school programs or functional areas that drive improvement across teaching, learning, and engagement.
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Lead and coordinate curriculum, level, and program leaders to ensure alignment with whole-school goals and the consistent implementation of the College¿s improvement agenda.
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Champion evidence-based instructional practice through coaching, modelling, and professional learning aligned with the College¿s Instructional Model and the Victorian Teaching and Learning Model.
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Design and oversee a whole-school assessment and data schedule that tracks student growth, identifies trends, and informs targeted improvement strategies.
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Coach and mentor teachers and middle leaders to use student data effectively to plan, teach, assess, and evaluate for growth.
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Lead professional learning and development programs that build staff capability, collaboration, and leadership at every level.
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Manage resources strategically, ensuring the effective and equitable use of staffing, budgets, and physical resources to maximise learning outcomes.
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Drive attendance, engagement, and wellbeing systems that ensure all students are connected, supported, and challenged to achieve their personal best.
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Oversee and support student discipline and restorative practices, ensuring fairness, consistency, and respect underpin all interactions.
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Contribute to a vibrant and cohesive leadership culture, modelling teamwork, transparency, and shared accountability.
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Build authentic partnerships with parents, carers, community organisations, and feeder schools to enhance transitions, engagement, and student success.
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Represent the College with pride and professionalism in regional networks, forums, and partnerships that promote innovation and continuous improvement.
The specific area of responsibility will be determined following appointment to ensure a balanced distribution of portfolios within the existing Principal Team and alignment with the College¿s improvement priorities.
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
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.
