Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Eastern suburbs
Reference: 1486972
(a) Disability Inclusion
(i) Experienced in leading and coordinating the Disability Inclusion Profile (DIP) process with proven success, ensuring accuracy, timeliness, and meaningful collaboration with staff, families, and external professionals to secure appropriate supports and resources.
(ii) Demonstrated success in building staff capacity by delivering ongoing, evidence-based professional development, complemented by practical advice and resources, to support the effective implementation of adjustments and inclusive practices for all students with additional needs.
(b) Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.
(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
(c) Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
(d) Planning, policy and program development and review
(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
(ii) Demonstrated ability to implement Department policies to a high level.
(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
(e) Leadership of staff and students
(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.
(ii) 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.
(f) Interpersonal and communication skills
(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.
(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
(iii) An ability to work with parents and the community to develop a strong learning environment.
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.
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 [email protected]
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
A performance-based incentive bonus will be negotiated with the successful candidate.
For further information regarding this role please contact Ian Van Schie, principal on [email protected]
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.
School Vision
Empowering our community to be curious, creative and confident learners.
At Fairhills High School, our vision is more than words, it's a lived experience across our classrooms, corridors and community. This is reflected in our strong results in the Attitudes to School Survey, capturing students' perceptions of their school life, and in Year 9 NAPLAN Relative Growth, both of which are well above the state average. These outcomes highlight a school culture where students feel valued, engaged and supported to thrive academically, socially and emotionally.
School Philosophy
Fairhills High School is a vibrant learning community where every student is known, supported and challenged to succeed. We believe every young person deserves a learning environment that empowers them to flourish.
Our values drive respectful and positive relationships across the school. The School Wide Positive Behaviour Framework, high expectations for all community members, and consistency of teaching through the Fairhills Instructional Model create a safe, supportive and engaging learning culture.
We are committed to using innovative and engaging teaching strategies that spark student curiosity and meet their individual learning needs. Through our comprehensive personal growth programs, students are equipped with essential life skills and resilience that extend beyond the classroom.
Local Community
Established in 1973, Fairhills High School is located in Melbourne's outer eastern suburbs and serves a proud and diverse community. With a current enrolment of approximately 430 students, we are a co-educational secondary school committed to academic excellence, personal growth and community partnerships.
We collaborate with local schools and community organisations to enhance learning opportunities for all Knox students.
Our Student Family Occupation and Education index (SFOE) of 0.45 reflects a medium socio-economic community, with a mix of professional, skilled and semi-skilled employment. We are proud of the support we offer all students, including those from low-income households, to ensure equity in educational access and outcomes.
Support and Professional Development
At Fairhills High School, we invest in our staff as much as we invest in our students.
Our culture of trust, growth and collaboration ensures all educators feel empowered to contribute and evolve in their practice.
Our Approach to Teaching and Learning
We have developed and embedded a consistent instructional model across all learning environments to ensure excellence in teaching and learning. Our LEARN model (Lean-in, Explicit, Assist, Refine, and Next Steps) provides a shared framework for lesson delivery and promotes the use of evidence-based instructional strategies. Together with our School Wide Positive Behaviours Matrix, it supports an orderly and empowering environment where students can grow and succeed.
Curriculum
Fairhills High School offers a documented, guaranteed and viable curriculum aligned with the Victorian Curriculum.
Students in Years 7 and 8 participate in a core curriculum across eight learning areas and also take part in our instrumental music program.
STEM is a key focus across the school. From Year 7, selected students can join the STEM Academy, a specialised program that extends learners with a passion and aptitude for science, technology, engineering and mathematics. All students from Years 7 to 10 have the opportunity to engage in high-quality STEM initiatives including VEX Robotics and the Hydrogen Grand Prix, where our students have achieved outstanding results.
In Years 9 and 10, students pursue their passions through our Specialism Program, selecting three electives per semester to deepen their learning in areas of personal interest.
Students in Years 7 to 9 also engage in targeted self-development programs that support their personal growth, wellbeing and transition to senior years.
High-achieving Year 10 students may accelerate into Early Start VCE subjects. In Years 11 and 12, the school offers a broad range of VCE units and VET programs that cater to diverse interests, strengths and future pathways.
School Structure and Wellbeing
Fairhills operates two sub-schools' Middle School (Years 7 to 9) and Senior School (Years 10 to 12), each led by a dedicated Assistant Principal. This structure enables strong relationships, a tailored approach to each developmental stage, and consistent expectations across all year levels.
Our approach to wellbeing is proactive and embedded across the school. With a team of dedicated and highly experienced wellbeing staff, and a whole-school positive behaviour approach, we prioritise student safety, belonging and success.
Facilities
We are proud to offer outstanding learning spaces that support innovative and engaging teaching practices:
- A state-of-the-art STEM Learning Centre
- Access to the KIOSC STEM Centre at Swinburne University's Wantirna Campus
- A purpose-built Music Learning Hub
- A double-court Sports Stadium with weights room and theory classroom
- A central Resource Centre housing the library, IT support and an International Student Hub
- BenQ Premium boards in all classrooms to enhance engagement and learning.