Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Loddon Mallee - Greater Bendigo
Reference: 1537712
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
Financial and managerial ability:
(i) Outstanding financial, organisational, and resource management skills
Planning and program development:
(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
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
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
Local Criterion:
Demonstrated capacity to lead and sustain improvement in teaching, learning and wellbeing, with an alignment to the Victorian Teaching and Learning Model 2.0 (VTLM 2.0).
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
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.
Location Profile
Marong Primary School is situated in an attractive rural town of Marong which is located at the junction of the Calder Highway and the Calder Alternate Highway, approximately 16 kms west of Bendigo and 150 km northwest of Melbourne. The recent growth in the township has reflected the growth in our and our current enrolment is 250 students and growing! Our setting includes garden areas, shaded playground equipment, a fenced and covered basketball court, oval and passive recreation areas which support a range of playing styles at break times.
Vision and Values
At Marong Primary School, we aspire to develop confident, resilient and compassionate young people who believe in themselves, value others and contribute positively to their community. We nurture students to be kind, respectful and inclusive, with the courage to embrace challenges, the curiosity to continue learning, and the confidence to pursue their goals. We strive for every student to leave our school knowing their worth, equipped with the skills and values to thrive in secondary school, make a positive difference in the world and be the best version of themselves.
The values of Achievement, Belonging, Respect and Responsibility guide us in everything we do.
Core Purpose
The core purpose of Marong Primary School is to provide a caring and engaging and inclusive learning environment, developing links with the wider Marong community, and preparing all students to become lifelong learners and respectful community members in a constantly changing world.
School Context
Marong Primary School currently has 8 students who identify as Aboriginal and or Torres Strait Islanders. The school has the following workforce composition in place to address our overall educational goals, 1 principal, 1 assistant principal, a mental health wellbeing leader, 13 classroom teachers, 4 specialist teachers, a disability and inclusion coordinator and an intervention initiative teacher. Classroom teachers are supported by 10 education support staff. We have a business manager, a chaplain and grounds keeper.
Following a school review in 2025 the school has identified the following intent to address the following goals: Deliver a high-quality learning environment to maximise student growth in numeracy and literacy and to Empower students to be confident and highly motivated learners. The school believes that, if the goals as stated are achieved, all students will demonstrate learning growth that reflects the impact of quality curriculum delivery.