Selection Criteria
In addition to being able to meet the ¿Standards of Professional Practice for full registration¿ and the ¿Victorian Institute of Teacher Code of Conduct¿ outlined by the Victorian Institute of Teaching, applicants must be able to satisfy the following Key Selection Criteria.
a) Demonstrate Educational Leadership
1. Outstanding capacity for visionary and exemplary educational leadership of a school or college.
2. Highly developed skilled in leading and managing change including the leadership of others in the process of change.
b) Demonstrate Financial, Managerial and Administrative Ability
1. Outstanding financial, organisational and resource management skills.
c) Demonstrate Planning, Policy and Program Development and Review
1. Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
2. Demonstrated ability to implement Department Policies to a high level.
3. An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
d) Demonstrate Leadership of Staff and Students
1. A highly developed capacity to motivate staff, develop their talents and build an effective team.
2. A clear capacity to foster a learning environment that takes account for the individual needs of students and helps students to develop their special abilities and talents.
e) Demonstrate Interpersonal and Communication Skills
1. Highly developed interpersonal and communication skills in individual, small group and community contexts.
2. Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
3. An ability to work with parents and the community to develop a robust learning environment.
f) Community Criterion
1. Demonstrated capacity to develop a stimulating learning environment that supports the wellbeing and learning needs and aspiration of all students, parents and staff through strong positive relationships with parents, the wider school community and Yea rural community.
Role
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.
Responsibilities
Typically, assistant principals perform one or more of the following functions:
- 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;
Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
Diversity and Inclusion
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 *******@education.vic.gov.au
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.
Child Safe Standards
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
DE Values
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
Conditions of Employment
- 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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- 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
- 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.
Location Profile
Yea High School recognises the importance of the partnership between schools and parents to support student learning, engagement and wellbeing. We share a commitment to, and a responsibility for, ensuring inclusive, safe and orderly environments for children and young people. The school aims to ensure the values of Respect, Trust and Acceptance are embedded in the school community.
Yea High School is a co-educational secondary college, situated 100 kilometres North-East of Melbourne. The school has approximately 280 students enrolled and provides for the educational needs of a mixture of rural and semi-rural communities. The Student Family Occupation figure for 2025 is 0.4348
The school caters for students in the Yea community and the districts of Glenburn, Murrindindi, Molesworth, Killingworth, Highlands, Homewood, Strath Creek, Kinglake and Flowerdale. The school has over 40% of its students travelling by bus from south of Yea, in particular, these areas include Glenburn, Flowerdale and Kinglake.
The school runs a flexible learning and reengagement program for students who need to reconnect with education - the Access Yea Community Education (AYCE) Program. The program in 2025 has 110 students enrolled at 2 AYCE centres. The Wantirna centre being the largest of those AYCE locations.
Yea High School strongly believes that education is best achieved through all key stake holders working together; staff, parents and community collaborating to help improve the educational outcomes of their young people. Yea High School believes that education should be about one student at a time, and students are better engaged when they are learning through their passions and interests.
Yea High School is a multi-campus school. The successful applicant for this position will be appointed to yea High School and based at the Yea campus. Yea High School is looking for an educator who has the flexibility to adapt and positively respond to the challenges of future educational initiatives. Specific areas of responsibility will be determined in consultation with the Principal.
Available on Request:
2025 AIP: School Strategic Plan Goals, Targets and Key Improvement Strategies
2025 AIP: Annual Goals, Targets and Key Improvement Strategies
2025 Student Check in Data
📌 Assistant Principal-Range 2
🏢 Government schools
📍 Murrindindi