Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Western suburbs
Reference: 1506984
SC1. Educational Leadership Demonstrated capacity to lead a whole-school teaching and learning agenda that improves student outcomes in literacy and numeracy 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.
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:
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
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.
Movelle Primary School has a small student population of approximately 120 and is situated in the suburb of Kings Park within the City of Brimbank 30 percent of the school's population is of Vietnamese background
The open-planned buildings are bright and spacious, providing specialist facilities for the Performing Arts, Art, Library, LOTE, Learning Technology and Physical Education. The use of large concertina doors allows versatility in the way teachers organise their learning areas, providing the opportunity for team teaching. Outdoor surroundings are attractive and well maintained.
The School Council believes the multicultural nature of our community provides a stimulating and enriching learning environment for students.
The School offers programs in Literacy, Numeracy, Science and Technology, the Arts (Visual and Performing Arts), Humanities (History, Geography and Economics), Health and Physical Education and LOTE/Japanese. An inquiry based integrated curriculum approach is used to link essential learning areas.
Parent participation in children's education is supported and encouraged. Teachers and parents work together to develop children's social competencies. There is a strong emphasis on teamwork and shared ownership in decision making within our school.
The school is a welcoming place, where a supportive environment exists amongst teachers, parents and students.
Achievement is measured against the School's Strategic Plan goals, with clear and high expectations established for students and staff, which are determined in consultation with the community.