Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1480925
Mirniyan Primary School opened in Term 1, 2025 and we are providing the growing local population access a 21st Century education with a vibrant and dynamic learning environment close to home. It will be able to enrol up to 650 students when the school is complete. The school is located at 75 Welsummer Drive Clyde North, 3978 in the southern- eastern growth corridor, in the City of Casey. The 2026 new school zones are published online at findmyschool.vic.gov.au. The school facilities include learning neighbourhoods, an administration building a community hub, hardcourts and sports field/oval. Additional information can be found at: Mirniyan Primary School.
Mirniyan Primary School is a state-of-the-art educational facility that from the outset strives for high student achievement and excellence. Mirniyan Primary School is a dynamic learning community providing diverse, nurturing and challenging educational opportunities. As a learning community, we have a collective commitment to nurturing strong positive attitudes to lifelong learning to develop our students as empowered citizens with strong voice and agency by supporting them to reach their personal best and full potential, both academically and socially.
Our school is diverse and culturally rich with large proportion of students having a language background other than English (LOTE) spoken in the family home. We are proud of and celebrate our diversity and inclusive school community.
We recruit highly professional, dedicated and dynamic staff who are committed to ensuring all students achieve their personal best potential by constantly striving for their own continual professional growth and encouraging students to do the same in learning and wellbeing.
Mirniyan Primary School principal and staff, along with our school community have the exciting opportunity to serve our local community to collaboratively develop an aspirational culture that is inclusive and welcoming, with high expectations for success.
Our vision is to develop confident and curious learners who respect and care themselves, others and our environment and always strive for growth.
Our mission is to develop the skills, attitudes, abilities, and dispositions of students to achieve their full academic, creative and emotional and social potential to enable them to be confident and responsible global citizens who can make positive lifelong contributions to society and the world.
To foster our dynamic, safe and secure learning environment, we promote and embed our school values of RESPECT, CARE and GROWTH. Our values are also integral to fostering positive and inclusive relationships across the school between staff, students, families and the community.
We respect ourselves, others and our lands and understand that our attitudes and behaviours influence and have an impact on us, the people and world around us.
We care for ourselves, others and our environment by modelling and demonstrating kindness and thinking about the intention and impact of our behaviours and actions.
We strive for growth, by working hard, having self- determination and perseverance when we are challenged, and we welcome mistakes as valuable learning.
We aim to develop our students into:
Passionate, confident, and curious learners with inquiring minds who have a lifelong love and joy of learning.
Thriving and flourishing, empowered global citizens with highly developed learner agency and voice empowers them to impact positive change in their own lives and in the world around them.
As a school community, we live and breathe our values and have collective responsibility to nurture and develop positive learner dispositions and mindframes in all members of our learning community. Our learner disposition and mindframes will be embedded across the school curriculum and all school activities.
LEARNER DISPOSITIONS
CURIOUS -Staff and students cultivating curious and inquiring minds.
COLLABORATIVE: works with others and is open to new and different ideas, perspectives, and opinions of others.
UBIQUITOUS LEARNER: Has a curious mind and is a learner who believes that learning, thinking and creating are continuous, never ending and take place anywhere, anyhow, and anytime.
REFLECTIVE RISK-TAKER: Willing to take risks, have a go and comfortable with the discomfort of challenge and stretch when learning. (Learning Pit.) Welcomes mistakes as valuable and opportunities to learn. A goal setter, getter and assessor who seeks feedback, assesses learning strategies and processes applied and sets new goals to continually grow.
INDEPENDENT AND INTERDEPENDENT LEARNER: a resourceful and independent learner with initiative and drive who also values working and learning together as a member of our learning community.
OPEN-MINDED: Cultivates a Growth mindset- Willing to challenge one¿s thinking, be challenged by others, change one¿s mind, adapt and change their approach as new problems arise and willing to receive feedback.
UNIFIED- We all belong and work together to cultivate a positive and inclusive learning community.
SELF-DETERMINED: A determined and autonomous self-regulated learner who can be patient, persist and persevere when challenged and experiencing productive struggle.
STAFF MINDFRAMES FOR A POSITIVE LEARING CULTURE
We have students at the centre.
We all belong.
We all continually grow and improve.
We have high expectations and positive intent for all.
We believe education is transformative.
STUDENT MINDFRAMES THAT ALLOW THEM TO THRIVE
Know their current level of understanding.
Know where they are going and are confident to take on the challenge.
Select tools to guide their learning.
Seek feedback and recognise that errors are opportunities to learn.
Monitor their progress and adjust their learning.
Recognise their learning and teach others.
We embrace contemporary research and evidence-based pedagogies and teaching and learning practices. We are committed to ensuring every student has the best possible opportunity to succeed, achieving academic and personal wellbeing success. We provide an innovative, inclusive, and future focused learning environment where all stakeholders are expected to be creative and critical thinkers to achieve and thrive as learners, leaders and citizens.
As a learning community we are all invested in continually striving to learn and grow together to further develop our collective learner agency to ensure our students have the best possible learning and life outcomes.
The successful applicant will play an instrumental role in the development and implementation of contemporary educational practices to support the learning and wellbeing of all students across the school. This position is a fantastic opportunity for the right individual to join our school team and contribute to the establishment of a thriving and dynamic school for our students, staff and the wider school community as our school continues to grow and flourish over the years ahead.
SC1 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.
SC2 Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
SC3 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
SC4 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.
SC5 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
SC6 Wellbeing and Disability Inclusion Leadership
(i) Demonstrated expertise and leadership in developing and embedding a whole-school approach to student wellbeing, inclusion, and equity.
(ii) A strong capacity to lead the implementation of inclusive education practices that respond to the diverse needs of students, including those with disability, trauma backgrounds, or complex needs.
(iii) Proven ability to work collaboratively with staff, families, external agencies and the broader community to build a safe, supportive, and inclusive school culture, informed by evidence-based practices, relevant policy, and legislative frameworks (e.g. Disability Standards for Education, Child Safe Standards, Framework for Improving Student Outcomes ¿ Wellbeing dimension).
(iv) Capacity to lead and build staff capability in student engagement, tiered interventions, NCCD processes, and trauma-informed and culturally responsive practices to improve student wellbeing and learning outcomes.
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
In 2025 and 2026, the role will be that of Assistant Principal - Wellbeing and Inclusion. As a new and evolving school, roles and responsibilities are subject to change in response to our growth and emerging needs.
Experience in Wellbeing and Disability Inclusion is preferred.
School tour on Monday 23rd of June at 4.00pm.
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.