Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Loddon Mallee - Swan Hill
Reference:
Selection Criteria
SC1 Educational leadership
* Outstanding capacity for visionary and exemplary educational leadership of a school.
* Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC2 Financial, managerial and administrative ability
* Outstanding financial, organisational and resource management skills.
SC3 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 Department policies to a high level, including proven leadership of Professional Learning Communities.
* An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
SC4 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.
SC5 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 to work with parents and the community to develop a strong learning environment.
SC6 Demonstrated high level educational leadership with a proven capacity to lead the disability and inclusion process.
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
1. Tier 3 Disability Inclusion
* Lead the school's implementation of the Disability Inclusion Profile (DIP) process, ensuring high-quality, collaborative meetings with families, staff, and allied health professionals.
* Oversee the effective allocation and use of Disability Inclusion Tier 3 funding to deliver targeted adjustments and supports for students with complex needs.
* Manage and support the work of the Disability Inclusion Coordinator and Learning Support Assistants to ensure Tier 3 students receive personalised programs that enable participation, engagement, and achievement across the curriculum.
* Monitor and review individual student progress against goals outlined in Personalised Learning and Support Plans (PLSPs), ensuring regular communication with families and external support agencies.
* .
2. Inclusive Instruction & VTLM 2.0
* Lead whole-school strategies to support inclusive instruction under the VTLM 2.0 instructional framework, particularly within the Supported Application and Feedback stages.
* Support staff to implement differentiated teaching strategies that promote high expectations and learning growth for all students.
* Collaborate with Domains to co-design inclusive curriculum and instructional resources that support accessibility.
* Facilitate the use of Universal Design for Learning (UDL), formative assessment practices, and feedback strategies to support diverse learners.
* Ensure all classrooms reflect inclusive environments, routines, and practices that enable success for students of all abilities and backgrounds.
3. Building Teacher Capacity
* Facilitate professional learning and instructional development for staff in inclusive education, MTSS, and differentiated teaching.
* Contribute to instructional goal setting, reflection, and planning through the College PDP process and collaboration with College Leadership.
* Support staff in understanding their legal and professional obligations in delivering inclusive education, including reasonable adjustments, curriculum access, and the use of student support plans.
* Provide coaching and mentoring aligned to the Teaching & Learning portfolio priorities.
4. Multi-Tiered System of Support (MTSS)
* Lead the development, implementation, and monitoring of MTSS across Tier 1, Tier 2, and Tier 3 strategies.
* Build teacher capacity in Tier 1 inclusive practices such as classroom differentiation, co-teaching models, environmental adjustments, and trauma-informed pedagogy.
* Coordinate Tier 2 interventions including small group targeted supports, academic catch-up programs, and behaviour support plans.
* Collaborate with the Disability Inclusion Coordinator and allied health professionals to ensure Tier 3 supports are aligned with the Disability Inclusion Profile (DIP) process.
* Monitor data on student progress and engagement to ensure timely and effective interventions.
* Work with leadership and domain teams to integrate MTSS structures into VTLM 2.0 and learning area planning.
Who May Apply
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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:
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:
Other Information
General Responsibilities
* Build and maintain effective working relationships with all members of the College Leadership Team.
* Participate in the development and implementation of the schools Strategic Plan and Annual Implementation Plan.
* Support the development of a culture of high expectations for students and staff.
* Provide active leadership in the implementation of DET priorities and policies.
* Model and support the school's values and professional expectations.
* Promote continuous school improvement through reflection, innovation, and collaboration.
* Support and enact school-wide systems, routines, and practices that ensure consistency and collective efficacy.
* Represent the school positively in all interactions with staff, students, families, and the wider community.
* Maintain confidentiality and professionalism in all matters.
* Uphold Child Safe Standards and commitment to student safety and wellbeing.
* Participate in relevant professional learning and development aligned with role responsibilities and school goals.
* Provide leadership and supervision as required during school events, meetings, and other duties as timetabled.
* Maintain accurate records and documentation aligned to role functions.
* Attend and support scheduled information evenings, student conferences, awards nights, and other key college events.
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Location Profile
The theme for Robinvale College is "New Beginnings", where staff and students will collaborate with the rest of the College Community and its
partners to make Robinvale College the school of choice. An exciting challenge and opportunity lies in providing a learning environment that simultaneously respects diversity, while building college and community identity and pride.
This position is for the educator who wants to make a difference. Robinvale College was established as a new entity in January 2016 through the closure of Robinvale P-12 College which was formed in 2010 through the merger of Robinvale Secondary College and Robinvale Consolidated School. The College serves a large horticultural and agricultural community.
We seek to appoint an experienced and highly motivated school leader; a leader who recognises and embraces diversity, engages, and partners with the local community, and who builds a highly skilled and strongly student-centred staff team to improve student outcomes and pathways to future learning, training, and employment opportunities.
As a rural school, Robinvale College's student profile is unique. The college is proud of its many cultures including Anglo Celtic, Italian, Koorie, Polynesian, Greek and Asian. In 2020 approximately 56% of the students were either of Aboriginal and/or Torres Strait Islander, or Polynesian descent. In recent years the local community has seen an influx of new arrivals; there are over 40 different nationalities, including refugees from the Middle East and Horn of Africa - all in a town of 8,000 people. The need to provide inclusive educational opportunities for the many diverse cultures of students is fundamental.
Raising achievement in Literacy and Numeracy continues to be the focus of student learning. The College aims for a combination of high-quality teaching practices focusing on using data to inform practice and high levels of student engagement, primarily through students having a sense of ownership of their data and setting challenging goals. We aim for students to develop resilience to persevere through any challenges and to navigate the everyday issues that affect them in a spirit of problem-solving, optimism, creativity, and fun.
In 2019 Robinvale College entered into a 10-year agreement with the Colman Foundation to become an 'Our Place' School. This exciting partnership will support the opportunity for Robinvale College to provide families with a greater level of access to a range of services.
Applications close Thursday 25 September 2025 at 11.59pm
Posted
28 August 2025