Assistant Principal-Range 2

Job Details

Job ID: 1483455

Location: Walcom Ngarrwa Secondary College

Department: Walcom Ngarrwa Secondary College

Role Type: Assistant Principal

Full/Part Time: Full-Time

Ongoing/Fixed Term: Ongoing

Classification: Assistant Principal - Range 2

Apply By: 07/21/2025

Location Profile

Walcom Ngarrwa Secondary College is continuing to grow and expand.  We are excited to offer both teaching and leadership opportunities to candidates excited to contribute to a new school, and the development of a positive school wide culture that supports the learning and wellbeing of students and staff.  

We are seeking dedicated educators who are committed to ongoing growth and development within a culture of collaboration and support.

Why wait until 2026 to pursue your leadership aspirations?  We have a position ready and waiting for you, for an immediate start.

The successful candidate for this role will form part of our executive leadership team and fulfil one of the Assistant Principal portfolios.  These are Engagement & Wellbeing Leadership, Teaching and Learning Leadership and 7-9 Sub-School Leadership.  The final role will be negotiated with the successful candidate, based on their experience and expertise and how this aligns and supports our executive team and strategic intent over the next four years.

About our School: 

Walcom Ngarrwa Secondary College is a new school that opened in Werribee in January 2024. On opening Walcom Ngarrwa, welcomed 177 Year 7 students to the school community. Over the coming years, the school will add a new year level every year through until 2029, when we will have students from Year 7-12.

At Walcom Ngarrwa we are on a mission to provide the best education we can for our students by delivering high impact, evidence-based practices in learning and wellbeing, within a culture of high expectations for success.  Healthy, happy and curious students and staff bring our vision and values to life.

Walcom Ngarrwa Secondary College builds bright futures for the young people of the local communities.  Achievement, Belonging and Curiosity underpin the development of an aspirational and inclusive school community that supports each student on their learning journey to a pathway through and beyond school. We foster strong connections with community to ensure today¿s learners can thrive as generous, active and informed citizens.

In 2025 our school community was made up of 430+ students in total, across Year 7 & 8. Four percent of our students identify as Aboriginal or Torres Strait Islander and 32 percent of students had English as an additional language. Our staff team comprised 1 Principal, 2 Assistant Principal, 3 Leading Teachers, 2 Learning Specialists, 21 Classroom Teachers, 2 Para Professionals, and 16 Education Support Staff.

In 2026 we are excited to be delivering a Year 9 program for our students.

Additional information can be found at www.wnsc.vic.edu.au

If you are ready for the next challenge in your career in education and enjoy working collaboratively to enable student success and achievement, feel free to contact Principal Brad Moyle, either via phone or email to discuss the role further.  

Our Facilities: 

Stage 1 state of the art educational facilities are now complete and includes: 

• The Red Giant ¿ our amazing two storey Science and Technology building - with dedicated labs, materials and digital technology 
• The Nexus ¿ our Learning Neighbourhood - featuring 9 general classrooms, multiple presentation and seminar spaces and an array of quiet and small group collaborative areas. 
• The Pavilion ¿ our Community Hub that features 1 indoor basketball court, music and media spaces and a 100 seat auditorium.
• Outside - we have extensive outdoor basketball courts as well as manicured landscaping that allows for multipurpose outdoor learning experiences.  

Stage 2 funding has just been announced in the latest state budget and is due for completion by the start of the 2027 school year.  This will include an additional Learning Neighbourhood, Administrative Building that includes admin, library and wellbeing spaces, and school playing field.

Selection Criteria

SC1 Educational leadership 

• Outstanding capacity for visionary and exemplary educational leadership of a school or college. 
• 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 develop 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. 
• 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 Community Criterion 

• Demonstrated high level commitment to the ongoing development of a school culture that is inclusive; values student voice; promotes the ideal of unconditional positive regard; promotes the use of SWPBS & PCMS and works with staff to always raise the bar on student learning & wellbeing outcomes. 

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.  

Assistant Principals at Walcom Ngarrwa Secondary College lead both whole school and specific responsibility areas. These are summarised below:

• Teaching and Learning ¿ includes the provision of whole school leadership of the teaching and learning portfolio, including the provision of specialised advise and support to teams and sub-schools supporting this portfolio. This includes VTLM 2.0, curriculum development, instructional practice, assessment and reporting.
• Engagement & Wellbeing ¿ includes the provision of whole school leadership of the engagement and wellbeing portfolio, including the provision of specialised advice and support to teams and sub-schools supporting this portfolio. This includes student engagement, inclusion, SWPBS and PCMS.
• Year 7-9 Sub-School ¿ includes the development of a positive and productive sub-school environment and the leadership and support of Heads of School, Year Level Coordinators and teachers within the sub-school.  This portfolio will be a key driver of SWPBS, PCMS and supporting a culture of respect, including positive and meaningful relationships.

All Assistant Principals at Walcom Ngarrwa will work closely with all other Principal Class members and will meet regularly to discuss emerging challenges and consider ways to address challenges..

Assistant Principals are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement, and wellbeing for students. They will model excellence in teaching and learning through allowing others to observe their lessons, and mentor/coach teachers to improve their skills, knowledge, and effectiveness of the teaching workforce. 

The successful candidate to this role will demonstrate high level commitment to the ongoing development of a school culture that is inclusive; values student voice; promotes the ideal of unconditional positive regard and works with staff to always raise the bar on student learning & wellbeing outcomes. 

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;

Responsibilities

Responsibilities may include but are not limited to: 

• Along with the Assistant Principal - Wellbeing be responsible for general student welfare and discipline matters beyond the management of classroom teachers and assist and support Year Level Leaders and Heads of School, and staff with the implementation of the Student Code of Conduct 
• Work closely with the Heads of School in supporting teachers and other staff members when student behaviour and learning interventions are required. 
• Ensure the team keeps accurate records of interventions where required  
• Creating and collaborating with other leaders to develop and implement whole school policies and procedures, with a focus on consistency and best practice. 
• Overall monitoring of students' behavioural, personal, social and academic progress.

The Assistant Principal will work as a member of the Principal Class Team to: 

• Support the work of the College Council. 
• Participate in staff selection and provide support for staff. 
• Contribute to the smooth daily operation of the college. 
• Provide support to staff and supervise students by being a visible presence in the buildings and grounds during the day. 
• Oversee a high standard of student personal presentation and correct uniform.  
• Assistant Principals will regularly report to the principal, and the Principal Team as a whole, through weekly meetings.  
• Contribute to the overall leadership and management of the school and support a whole school focus on improving student learning outcomes. 
• Demonstrate an active commitment to the College Leadership Teams and possess a strong commitment to personal leadership growth. 
• Model use of the College SOLVE Model, Student Engagement practices, School Wide Positive Behaviour Support framework (SWPBS) and PCMS and support other staff to build their capacity in the use of these. 
• Facilitate and lead Professional Learning with a focus on improving teacher capacity. 
• Promote and embed the Child Safe Standards and comply with other Departmental policy and requirements. 

Who May Apply

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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 marrung@education.vic.gov.au

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

Other Information

Please ensure that your application (online via School Jobs Victoria) includes: 

• a resume including relevant experience, including detailed employment history, as well as personal details (name, address and contact numbers, business and home and VIT number) 
• a response addressing each of the selection criteria (recommended 1 to 1 1/2 pages per criteria) 
• Names and contact numbers (telephone and email if possible) of at least three referees who are able to attest to the claims made in your application/selection criteria, one of these referees should be a current Principal who can attest to your key selection criteria. 

Please note that the selection panel may seek additional referees beyond those you name. Where we take this action, we will notify you of our intention.

Applicants wishing further information about the college or this position, are encouraged to contact the Principal, Mr Brad Moyle prior to the closing date of applications.  

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

Program Benefits

No job description available

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.