Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1496414
Assistant Principal (Wellbeing)
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.
SC6 Disability Inclusion
Preferred experience 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. 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.
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
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.
At Langwarrin Park Primary, our vision is to support our students in becoming curious, confident, and caring learners who can reach their full potential. We foster lifelong learners who are inquisitive, open to challenge, and able to achieve at their highest level. Our school values of respect, resilience and citizenship are referred to in everyday practice. Our staff nurture an inclusive and supportive learning environment, underpinned by our THRIVE curriculum. THRIVE is the acronym for our positive behaviour, wellbeing curriculum. (Try your best, be Healthy, get Involved, live your Values and Enjoy positive emotions). We incorporate Berry Street strategies, focusing on building connections and establishing consistent, predictable routines. Additionally, we engaged the services of Real Schools facilitators to expand our knowledge on how to develop emotionally resilient students.
At the beginning of 2025, the school had 585 students organised into 25 classes, with an average of 23 students per class. The school's SFOE (Student Family Occupation and Education) index was 0.35084, placing it in the Low-Medium school-level band. Most students reside in the immediate Langwarrin area.
Our staffing structure accommodates flexible work options, with a mix of full-time and part-time staff, including five Principal Class members, two Learning Specialists, and 35 teachers (eight Classroom Teacher Range 1 and 27 Classroom Teacher Range 2). Additionally, we have 15 Education Support aides (through DIP funding), seven Education Support administrative staff, and two maintenance staff. We have 10 students who qualify for additional support through the program for students with a disability (PSD) at the school and we have 7 Koorie students. All of these children are supported through the employment of a Disability and Inclusion Leader, 2 Wellbeing Leaders, a part-time Speech Therapist, a private psychologist, and our Education Support Staff. Our teachers complete Individual Education Plans (IEP) for students and undertake quarterly Student Support Group meetings with families, discussing student growth and achievement of the goals outlined in IEPs.
The school maintains a strong and positive relationship with local secondary schools and kindergartens, facilitating smooth transitions for students. All curriculum planning is directly aligned with the Victorian Curriculum, and dedicated time is allocated each week for teaching teams to collaborate in designing learning sequences. All teams engage in the Professional Learning Communities (PLC) inquiry-based approach.
Students participate in a diverse range of curriculum programmes designed to enhance and enrich their learning experiences, including exemplary PE, Sport, Music, LOTE (Auslan), Stem and Visual & Performing Arts programmes. The 2025 focus aligned with the system-wide priority of improving student outcomes in Numeracy and meeting students' individual learning needs. Additionally, there is a whole-school emphasis on student wellbeing. Langwarrin Park PS is a foundational member of the Langwarrin Positive Education Network (THRIVE), demonstrating our commitment to the health, safety, and wellbeing of our entire community through best-practice teaching and the science of Positive Psychology.
The school community continues to take great pride in the environment and facilities of the school. We have committed substantial funding to improve outdoor areas and have a commitment to resourcing and implementing up to date technologies throughout the school. We have a Buy Your Own Device program which starts at Year 4 but also have substantial technologies to provide for everyone. Teachers work to provide learning spaces that are inviting, informative and orderly.
Parent participation is actively encouraged, and the school community is seen as an integral part of the school. Parents participate in a wide range of school activities including assisting on excursions and camps, along with weekly classroom reading support. Our Parents and Friends Committee provides valuable support by raising significant funds through a range of events and also host many events that are based on fun for the students. Our School Council is very supportive and works to ensure our school is student-focussed.
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.