Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1496518
Selection Criteria
1.Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.
(ii) Highly developed skilled in leading and managing change including the leadership of others in the process of change.
2. Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
3. Planning, policy and program development and review
(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high qualify student outcomes.
(ii) Demonstrated ability to implement Department policies to a high level.
(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
4. 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.
5. 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.
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.
Middle Years Head of Sub-School (Years 7¿9)
The Assistant Principal for the Middle Years Sub School is a vital member of the school¿s leadership team, responsible for leading the learning, wellbeing, and engagement of students within their sub-school. Working closely with the Senior Assistant Principals and the Principal, the role ensures that the priorities of the school are consistently enacted at a sub-school level, with a strong emphasis on the operational aspects of day-to-day management. This includes overseeing processes, programs, and practices that enable the smooth running of the sub-school while maintaining alignment with whole-school strategies. As a teaching and leadership role, it balances operational oversight with a continued presence in the classroom, modelling effective practice and fostering strong connections with staff, students, and families.
Key Responsibilities
Teaching & Learning Leadership
¿ Support consistent classroom practice within the Middle Years, ensuring high-quality teaching and learning aligned with school priorities.
¿ Contribute to the development and delivery of the Home Group curriculum as part of the leadership team.
¿ Support teachers in applying positive behaviour support and evidence-based instructional practices.
Student Learning Experience
¿ Lead strategies that improve the Middle Years learning experience, informed by student data.
¿ Develop and evaluate programs that promote wellbeing, engagement, learning, and behaviour.
¿ Support internal transitions to ensure continuity of learning and smooth progression.
¿ Work with staff to plan and deliver assemblies and Middle Years events.
Culture and Engagement
¿ Lead students and staff with a holistic focus on wellbeing, engagement, learning, and behaviour to develop a positive and consistent culture.
¿ Guide Year Level Teams through collaboration, ensuring consistent use of school policies and Department engagement expectations.
¿ Oversee new student induction and transition processes to support inclusion and belonging.
¿ Strengthen student leadership opportunities through assemblies, forums, and school initiatives.
Wellbeing, Behaviour and Tiered Support
¿ Collaborate with Wellbeing and Careers Teams on proactive engagement and wellbeing initiatives.
¿ Oversee and support case management, ensuring appropriate plans are developed with staff.
¿ Align tiered supports with targeted interventions and referral pathways.
¿ Lead consistent use of behaviour management and positive behaviour frameworks.
Transition and Partnerships
¿ Lead the Grade 6 to Year 7 transition process with families and primary schools, ensuring early identification and support.
¿ Oversee start-of-year programs and induction activities for Years 7¿9.
¿ Work with parents, families, and community partners to strengthen engagement, including subject selection and transition events.
¿ Support enrolments into Years 7¿9, overseeing induction and monitoring.
Strategic Leadership
¿ Develop a Middle Years vision with clear goals and targets aligned to the School Strategic Plan.
¿ Use data to inform decision-making and improve outcomes.
¿ Work with the Principal and Leadership Team to ensure alignment with whole-school priorities.
¿ Manage the Middle Years budget and oversee associated activities.
¿ Contribute to whole-school leadership, policy, and strategic initiatives.
Other duties as required by the Principal.
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.
Brunswick Secondary College is a co-educational Year 7-12 College. While its students are drawn from Brunswick , an overall enrolment of 1050 allows for some enrolment of students from outside this area. Modernisation of school facilities, completed in late 2018, allows for growth in enrolments over the next few years. The College has an International Student Program
The college offers a traditional discipline-based curriculum; complemented by a wide range of specialist subjects and enrichment programs. Its goal is to improve the achievement levels of individual students and specific cohorts through continuing to raise expectations and standards of learning. To ensure that all students have access to the same high standards of teaching, staff develop curriculum and assessment tasks in teams. A wide range of quality professional learning opportunities are offered on site and all teachers are involved in classroom observations connected to Performance Review.
Supporting high academic standards is an emphasis on positive relationships and community. This places a strong value on student feedback to their teachers. There are diverse opportunities for parental involvement, student leadership and a rich array of extracurricular activities. The colleges six values of teamwork, respect, excellence, achievement, persistence and responsibility underlie all relation planning and activities within the college.
The schools priorities are to build excellence in Teaching and Learning and to build a Positive Climate of Learning.
Even though changing demographics have seen a decrease in the number of students from language backgrounds other than English, there are over 50 nationalities represented in the student population. The school's population is a genuine reflection of the diversity within the local community.
Brunswick Secondary College strives continually to improve student engagement and learning. Its goals are to provide a safe, caring and stimulating learning environment regarded by the Brunswick community as an excellent choice for its students.
Engagement and wellbeing structures are designed to support and connect students. A major component in our approach to enhancing student engagement and wellbeing is our work on improving pedagogies, providing an extensive range of co-curricular opportunities and encouraging high levels of student participation and leadership. Student engagement is being further developed by programs including: