Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Grampians - Ballarat
Reference: 1490456
Selection Criteria
SC1. Educational Leadership
Demonstrated capacity to lead a whole-school teaching and learning agenda that improves student outcomes in literacy and numeracy. Ability to implement and embed the Victorian Teaching and Learning Model (VTLM 2.0) until 2028, ensuring consistency of practice, high expectations, and collective efficacy across all teams.
SC2. Leading Teaching and Learning
Proven ability to design, implement, and evaluate evidence-based teaching and learning strategies that strengthen teacher capacity and professional growth. Capacity to lead Professional Learning Teams (PLTs), embed peer observations, and align teacher development with school priorities.
SC3. Management of the School
Demonstrated ability to contribute to the effective management of school operations, including workforce planning, curriculum development, and the use of assessment and data literacy to inform whole-school decision making.
SC4. Development of the School in the Wider Community
Capacity to strengthen partnerships with parents, carers, community groups, and external agencies to support student learning, wellbeing, and engagement. Demonstrated ability to foster inclusion, build culture, and promote the school¿s vision and values across the community.
SC5. Leading Improvement, Innovation and Change
Demonstrated experience in leading whole-school improvement initiatives that build culture, collaboration, and shared accountability. Proven ability to introduce and sustain innovative practices such as School-Wide Positive Behaviour Support (SWPBS) and inclusive education practices, ensuring staff are supported to manage behaviour positively and effectively.
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
The Assistant Principal (Teaching & Learning) plays a key role in the leadership and management of Alfredton Primary School, supporting the Principal in leading teaching, learning, culture, and inclusion across the school. The position has a strong focus on implementing and embedding the Victorian Teaching and Learning Model (VTLM 2.0) until 2028, ensuring high-quality teaching practice, collaborative professional learning, and improved outcomes for all students.
The Assistant Principal (Teaching & Learning) will:
Teaching and Learning Leadership
- Lead the implementation of the VTLM 2.0 to build consistency, high expectations, and evidence-based practice across the school.
- Work closely with Professional Learning Teams (PLTs) and Team Leaders to drive teacher collaboration, peer observation, and professional growth.
- Support teachers in planning, implementing, and assessing a guaranteed and viable curriculum that improves literacy, numeracy, and student engagement.
- Strengthen teacher capability through mentoring, coaching, and modelling best practice.
Culture and Inclusion
- Promote a whole-school culture of collective efficacy, collaboration, and continuous improvement.
- Work with the Wellbeing team to support inclusive practices, Positive Classroom Management strategies, and School-Wide Positive Behaviour Support (SWPBS).
- Ensure staff are supported to meet the diverse learning and wellbeing needs of all students, including those identified through NCCD, Koorie education, and EAL backgrounds.
Teacher Development and Performance
- Lead teacher professional learning and development aligned to the School Strategic Plan and Annual Implementation Plan.
- Support effective use of assessment data (including formative, summative, and benchmark assessments) to drive teaching and learning improvements.
- Contribute to the management of staff performance and development processes that align with DET policy and school priorities.
School Management and Operations
- Contribute to workforce planning, timetabling, and resource allocation to support effective delivery of teaching and learning programs.
- Ensure compliance with DET policy and accountability requirements in curriculum, assessment, and reporting.
- Work collaboratively as part of the Executive Leadership Team to support the smooth management of school operations.
Community Engagement and Partnerships
- Strengthen partnerships with parents, carers, and external agencies to support student learning and wellbeing.
- Promote the school¿s vision, values, and culture within the wider community.
- Contribute to initiatives that foster family engagement, student connectedness, and a positive school identity.
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 [email protected]
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
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
Qualification Requirements
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
VISION
`Every child will flourish with time, effort and support.¿
VALUES
We value the 3 R`s
RESPECT RESPONSIBILITY RELATIONSHIPS
We demonstrate them when:
We RESPECT:
- Individual differences
- Ourselves
- Cultural diversity
- Others opinions
- Others feelings
- Property
We take RESPONSIBILITY for:
- Our behaviour
- Our actions
- Our attendance
- Our learning
- Our belongings
- Our dress code
- Our school
- Our environment
- Doing our best
We build RELATIONSHIPS with each other by:
- Being honest & trustworthy
- Caring about the feelings of others
- Treating others fairly
- Being well mannered
- Resolving differences calmly
MISSION
We believe that each child will succeed through experiencing quality in:
- A broad and challenging curriculum;
- An enriching program of extra-curricular activities and visits;
- A stimulating learning environment;
- Leveraging digital & up-to-date learning resources
- Innovative teaching and an investigative approach to learning
- An ethos of support, challenge, reflection and encouragement to succeed; and
- Learning partnerships between school, home and community.
CONTEXT
Alfredton Primary School is situated in Ballarat West and has long been a school of choice in the community.
School enrolments peaked at over 600 in 2016. Numbers are now in the 500's.
The school is held in high regard within and beyond the community Students enjoy an excellent environment, not only for their learning, but also for their active and passive recreational pursuits.
The Alfredton school community has the expectation that all children will reach their full academic and personal potential with the school providing appropriate curriculum programs and effective teaching practices. The school is part of the South Western Victoria Region.
Whilst the key focus of the school is Literacy and Numeracy, classroom programs provide a broad curriculum across all key learning areas - the Arts, English, Health, Physical Education, Mathematics, Languages Other Than English, Science, Humanities and Technology.
The classroom programs are supported by Educational Support Staff, ESS. Specialist teachers conduct weekly classes in well-resourced specialist classrooms in Japanese, Physical Education, Visual and Performing Arts and Science. In addition, a tutoring program (TLI), Literacy Support and High Achievers Program (VHAP) are provided.
As well as a comprehensive curriculum, an extensive range of extra curricula enrichment activities are offered, which include sport, performing arts, instrumental music tuition, choir, structured clubs, special days, an annual concert/multi-media event, excursions, incursions, and camps. Students also enjoy many opportunities for leadership.
Restorative Practices underly our Code of Conduct. Values based education and Respectful Relationships is taught at all year levels. Student Voice and Agency is promoted and actioned across the school.
Individualised Education Plans are developed for students at all levels to deliver personalised and differentiated learning at each student point of need.
All learning environments have access to high quality facilities, programs, equipment, and current technology, allowing students to experience exciting, hands-on student-centred learning, catering their interests and talents through access to networked devices.
Bring Your Own Device (BYOD) is implemented from Year 4 and enhances digital learning and development of ICT skills across key learning areas.
As part of their commitment to the development of a highly effective learning environment, and to take advantage of opportunities to pursue their own professional growth, the staff reflect on ways to improve overall team performance. The staff are focussed on refining, improving, and changing instructional practices to improve student achievement by committing to the implementation of the Professional Learning Team (PLT) Inquiry Cycle which is meticulously planned, implemented, and reviewed.
Inquiries are based on the Department of Education¿s Improvement Cycle:
- Evaluate and Diagnose
- Prioritise and Set Goals
- Develop and Plan
- Implement and Monitor
To strengthen family engagement in learning and wellbeing and lift our student outcomes, we welcome parents¿ involvement in their child's learning through; School Council, information evenings, parent-teacher interviews, community events, media platforms, feedback, and our open-door policy.