Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1505275
SC1, Demonstrated Educational Leadership
SC2. Demonstrated Financial, Managerial and Administrative Ability
SC3. Demonstrated planning, policy and program development and review
SC4. Leadership of staff and students
SC5. Interpersonal and communication skills
SC6: Community criterion
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.
Typically, assistant principals perform one or more of the following functions:
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
Dear Applicant,
Cheltenham Primary School has recently completed its school review and is developing its new School Strategic Plan for the next 4 years with a focus on student agency in learning and wellbeing.
Our school celebrates excellence in learning and seeks to build collaboration in our students through our STEAM problem-based inquiry framework. We are committed to the holistic development of children: socially, emotionally, physically, and academically.
We are looking for a collaborative, creative and innovative Assistant Principal with a passion for student wellbeing and learning. We are seeking an Assistant Principal who values diversity and has a commitment to achieving the highest possible outcomes for each and every student at CPS.
Kind regards,
Bronwyn Morgan
Principal
For further information about our school, please consult our school website at http://cheltenhamps.vic.edu.au or ring to discuss: 85853200
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Cheltenham Primary School has a rich history educating students in the Cheltenham community of Bayside, Melbourne from 1855.
We embrace the challenges of learning and teaching in the 21st century as reflected in our school's vision: 'Supported We Achieve, Challenged We Grow'. Through creativity, innovation and wisdom, we seek to develop self-motivated, collaborative and independent learners. Our mission is for each child to 'Accept the Challenge' to learn - academically, socially and emotionally, and physically as they live our school values of Kindness, Respect and Responsibility.
A total of 406 students were enrolled at Cheltenham in 2025: The school's socio-economic profile is based on the school¿s Student Family Occupation and Education index (SFOE) which takes into account parents' occupations and education. Possible socio-educational band values are: Low-Medium, Medium and High. Cheltenham Primary School's socio-economic band value is: Low. A 'low' band represents a low level of socio educational disadvantage.
The school's leadership is comprised of the Principal, Assistant Principal, two Learning Specialists (STEAM and Literacy) and complemented by a distributed leadership model across 7 PLC levels: Foundation, Years 1, 2, 3, 4, 5 and 6 and Specialist. In 2021 each Learning Zone (Foundation; Junior, MIddle; Senior) was restructured into PLC Level teams, led by a PLC Leader who is responsible for ensuring that the teaching and learning approaches implemented by their PLC supports the social and emotional and academic growth of each student in the level cohort.
We are proud to be at the forefront of many innovative developments in education: the introduction of a Science, Technology, Engineering, Arts and Mathematics (S.T.E.A.M) curriculum framework and problem-based inquiry underpinned by a rigorous, trans-disciplinary instructional approach to Literacy and Numeracy from Foundation to Year 6. Cheltenham Primary School provides an optional Kitchen Classroom/Gardening program and seeks to develop an understanding of environmental sustainability in all facets of school life. We are committed to student engagement and agency in all learning