Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1548223
a. Outstanding capacity for visionary and exemplary educational leadership.
b. Highly developed skills in leading and managing change, including supporting and guiding others through the change process.
SC2 ¿ Financial, Managerial and Administrative Abilitya. Outstanding financial, organisational and resource management skills.
SC3 ¿ Planning, Policy and Program Development and Reviewa. Demonstrated commitment to values that promote student learning, supported by the capacity to achieve high-quality student outcomes.
b. Department Policy and Implementation: Demonstrated ability to support the Principal to interpret, develop and implement Department of Education policies, procedures and initiatives effectively, ensuring compliance, consistent practice and improved outcomes for students, staff and the broader school community.
c. Understanding of, and commitment to, the use of learning technologies to improve teaching and learning.
SC4 ¿ Leadership of Staff and Studentsa. Highly developed capacity to motivate staff, develop their talents and build an effective team.
b. Demonstrated capacity to foster a learning environment that recognises individual student needs and supports students to develop their abilities and talents.
SC5 ¿ Interpersonal and Communication Skillsa. Highly developed interpersonal and communication skills across individual, small-group and community contexts.
b. Demonstrated objectivity, sensitivity and integrity.
c. Ability to work in partnership with parents and the community to develop a strong learning environment.
SC6 ¿ School-Specific Criteriaa. Daily School Organisation and School-Wide Communication: Demonstrated ability to coordinate daily school operations and ensure clear, consistent and effective communication across the school community.
b. Classroom Excellence and Student Improvement: Demonstrated ability to improve teaching practice and student learning outcomes through evidence-informed instructional leadership, collaborative professional learning and a sustained focus on continuous improvement.
c. STEM Leadership and Innovation: Demonstrated ability to lead the establishment, development and implementation of a school-based STEM program that engages students in innovative, inquiry-based learning and builds problem-solving, critical thinking, creativity and collaboration.
The Assistant Principal reports directly to the Principal.
Assistant Principals manage significant areas or functions within a school to support the effective development, delivery and evaluation of the education program. Within the school¿s strategic plan, policies and budget, they exercise delegated authority for decisions relating to their areas of responsibility, including programs, budgets and staff. They also contribute to whole-school management, policy development and decision-making.
The role involves analysing student needs and translating Department of Education policies and frameworks into effective education programs. Assistant Principals typically oversee the effective use of teaching staff and program budgets within their designated areas and lead the evaluation and improvement of educational programs.
Depending on the areas of delegated responsibility, the Assistant Principal may be required to:
supervise and coordinate the work of curriculum leaders, PLC leaders and other staff with leadership responsibilities;
allocate budgets, positions of responsibility and other resources within designated areas;
oversee the planning and delivery of teaching programs and monitor their impact on student learning;
lead programs that strengthen staff knowledge, skills and professional practice;
manage student behaviour matters that extend beyond the responsibilities of classroom teachers and year-level or PLC leaders; and
contribute to the overall leadership, management and improvement of the school.
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
Employment is subject to satisfactory pre-employment checks.
A probationary period may apply during the first year, with induction and support provided.
Applicants seeking part-time employment are encouraged to apply. Requests for a reduced time fraction will be considered on a case-by-case basis and are subject to the operational requirements of the school.
Information about employment conditions and working arrangements is available through the Department of Education¿s Human Resources website: http://www.education.vic.gov.au/hrweb/Pages/default.aspx.
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.
Gladstone Views Primary School (GVPS) is located in the north-western Melbourne suburb of Gladstone Park and provides an inclusive, welcoming learning environment for a diverse community of approximately 300 students. An onsite kindergarten, operated by Northern School, gives children a strong start to their educational journey. Close connections and collaborative planning between the kindergarten and school support a smooth transition into Foundation and promote continuity of learning and relationships.
Our School
GVPS is committed to providing a nurturing, inclusive and engaging learning environment in which every student is supported to thrive. Our vision is to develop productive citizens of the future by providing high-quality education that challenges, stimulates and equips students with the knowledge, skills and dispositions to contribute positively to their community.
Our core values are Respect, Safety, Kindness and Continuous Learning. We also value trust, transparency and collaboration, recognising that strong relationships, shared responsibility and collective efficacy are essential to improving outcomes for every student.
The main school building includes 16 general classrooms, a visual arts facility, an Italian teaching space, a first aid room, staff and meeting rooms, administrative offices and an Outside School Hours Care (OSHC) facility offering before- and after-school care and holiday programs. Two relocatable buildings provide four additional classrooms. The community-funded gymnasium includes a full-size basketball court, music room and canteen, supporting learning, sport and community activities.
The school is organised into four Professional Learning Communities (PLCs): Foundation, Years 1¿2, Years 3¿4 and Years 5¿6. Foundation classes operate as single-year-level groups, while the remaining year levels are organised into multi-age classrooms comprising no more than two year levels. This structure supports collaborative planning, targeted teaching and responsive approaches to students¿ diverse learning needs.
Our diverse student population brings a range of cultural backgrounds, experiences and learning needs. Inclusive practice, differentiated instruction and targeted support are central to our work. Our team includes a Principal, Assistant Principal, two Learning Specialists with expertise in teaching and learning and mental health and wellbeing, classroom and specialist teachers, support teachers, a Business Manager, administrative staff and Education Support staff. Together, we work to strengthen teaching practice, support student wellbeing and ensure effective school operations.
Teaching, Learning and Wellbeing at GVPS
Teaching and learning are at the centre of our work. Our approach is grounded in the Victorian Teaching and Learning Model 2.0 (VTLM 2.0), which guides high-quality, evidence-informed teaching and recognises the strong connection between learning, engagement and wellbeing. We know students learn best when they feel safe, connected, respected and supported in calm, predictable and orderly learning environments.
Through explicit teaching, responsive teaching practices, regular checks for understanding and effective use of assessment data, teachers identify and respond to students¿ learning needs. Clear expectations, positive relationships and consistent classroom routines promote belonging, confidence and readiness to learn. Our commitment to School-Wide Positive Behaviour Support (SWPBS) and trauma-informed practice further supports student regulation, positive behaviour, engagement and connection to school.
Our literacy program includes an evidence-informed approach to early reading, with an emphasis on explicit phonics instruction, decodable texts and the development of essential reading skills. We are proud of our literacy achievements and remain focused on sustaining and improving student growth and achievement. Through collaborative planning, assessment and ongoing evaluation, PLCs identify learning needs, share effective practice and monitor the impact of teaching.
Curriculum programs are informed by Victorian Curriculum Version 2.0. PLCs work collaboratively to plan learning, analyse student data, share effective practice and evaluate the impact of teaching. Students also participate in specialist classes in Visual Arts, Performing Arts, Physical Education, Social and Emotional Learning and Italian, providing opportunities to develop a broad range of knowledge, skills and capabilities.
In 2028, GVPS plans to expand its STEM program, creating opportunities for students to explore science, technology, engineering and mathematics through meaningful, hands-on learning. The program will build creativity, critical and creative thinking, collaboration and problem-solving through the application of learning to real-world challenges. This initiative reflects our commitment to innovation, continuous improvement and preparing students to thrive in a changing world.
At GVPS, learning and wellbeing are interconnected. Through high-quality teaching, inclusive practice, positive relationships and evidence-informed decision-making, we strive to ensure every student feels a sense of belonging, is challenged to achieve their personal best and develops the knowledge, skills and dispositions to become a confident, capable and compassionate productive citizen of the future.
Who This Role Will Suit
This role will suit an accomplished educational leader who is passionate about classroom excellence, student learning growth and wellbeing, and who is energised by working alongside teachers to strengthen practice and improve outcomes for every student.
Our next Assistant Principal will be an instructional leader who is curious about how students learn, values evidence-informed practice and understands that excellent teaching is developed through deliberate practice, coaching, feedback and collaboration. Working closely with the Principal, Assistant Principal, Learning Specialists, PLC leaders and teachers, they will help embed VTLM 2.0 and ensure the Gladstone Views Way is reflected in everyday teaching, learning and wellbeing practices. They will establish high expectations, support professional growth and hold staff accountable for agreed practices within a culture of trust, reflection and continuous improvement.
The successful applicant will use assessment data to identify learning needs, challenge existing practice and implement strategies that lift student performance and sustain improvement over time. They will lead the establishment and development of an engaging, sustainable school-based STEM program, including curriculum design, resourcing, implementation and evaluation, with a view to expanding the program in 2028.
The role also requires a clear and confident communicator who builds trust, navigates challenging conversations with emotional intelligence and strengthens the knowledge, confidence and capability of colleagues. The Assistant Principal will support the Principal to interpret and implement Department of Education policies and initiatives, contribute to school policy and program development, and take an active role in daily operations, school organisation, communication and occupational health and safety. They will anticipate challenges, solve problems and ensure operational processes support the core work of teaching and learning.
Above all, this role will suit a leader who brings initiative, curiosity, integrity and a strong sense of collective responsibility. They will value collaboration, embrace constructive challenge, celebrate success and help create a safe, inclusive and high-performing learning environment where staff and students can thrive. They will be committed to our vision of educating productive citizens of the future and to strengthening the learning, wellbeing and culture of GVPS as we work together to be Stronger Together.
A school tour is available on request.
Our Aspirational Vision
To develop productive citizens of the future.
School Mission
In partnership with our community, we endeavour to assist every student to become literate, numerate, healthy and socially responsible in a caring, safe, supportive, stimulating and challenging environment.
As a Victorian government school, our work is underpinned by the Framework for Improving Student Outcomes (FISO 2.0), with a particular focus on learning and wellbeing through teaching and learning, leadership, assessment, engagement, and support and resources.
Our Values
We are Respectful.
We are Safe.
We are Kind.
We are Learners.