Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Western suburbs
Reference: 1486219
Be part of Kurunjang's next chapter as we lead whole-school transformation through clarity, consistency, and high expectations.
Kurunjang Secondary College is a government school in Melbourne's west, serving approximately 890 students from Years 7 to 12. The college is inclusive and community-focused, with a strong commitment to academic growth, student engagement, and equitable pathways. Guided by the shared purpose "we learn, grow and achieve together," we prioritise high expectations and collective achievement.
Preparing for its 2025 School Review, the college is aligning all practice with the Victorian Teaching and Learning Model (VTLM 2.0), Multi-Tiered System of Supports (MTSS), and the Science of Learning. These frameworks guide curriculum, engagement, wellbeing, and leadership, ensuring consistency and evidence-based decision-making.
Kurunjang delivers targeted literacy instruction through its Kurunjang Literacy Program (KLP) and supports numeracy through scaffolded intervention, co-teaching, and differentiated practice. In 2025, we are trialling a Ready to Learn Room to enhance Tier 2 engagement, while adopting the Positive Classroom Management Strategies (PCMS) guiding principles of Tell, Show, Practice and Monitor to embed consistent expectations and routines.
With four vertically structured Houses led by House Leaders, broad senior pathways including VCE (VM and VPC), VET, and Western Edge Cluster offerings, and major capital works commencing in September 2025 to deliver a new Learning Centre, Kurunjang is a school moving forward. Located just 35 - 40 minutes from inner Melbourne via major arterials or V/Line, it offers a professional and collaborative environment for dedicated staff.
SC1. Educational leadership
SC2. Financial, managerial, and administrative ability
SC3. Planning, policy and program development and review
SC4. Leadership of staff and students
SC5. Interpersonal and communication skills
Position Summary
The Assistant Principal ¿ Instructional Excellence & Pedagogical Impact provides strategic and instructional leadership to strengthen teacher capability and ensure every classroom delivers high-quality, consistent teaching aligned with VTLM 2.0 and the Science of Learning. As a member of the College Executive Team, this role drives professional learning, instructional coaching, and curriculum coherence across the college, contributing to the implementation of the Annual Implementation Plan (AIP) and recommendations from the 2025 School Review.
Role
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.
Responsibilities
The Assistant Principal will work as a member of the College Executive Team to:
Key responsibilities include:
- Leading instructional coaching, classroom learning visits, and professional learning aligned with AIP priorities
- Supporting staff to embed explicit teaching, clarity, and strategies for focus, knowledge retention, and mastery
- Building a culture of feedback, peer observation, and collegial coaching
- Using instructional data to inform coaching, professional growth, and continuous improvement
- Collaborating with leadership teams to ensure curriculum and assessment coherence
- Contributing to graduate and new teacher induction
- Acting as the college¿s system-wide instructional leader and driver of teacher growth
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
Please ensure that your application (online via School Jobs Victoria) includes:
Please note that the selection panel may seek additional referees beyond those you name. Where we take this action, we will notify you of our intention.
Applicants wishing further information about the college or this position, are encouraged to contact the Principal, Aylin Gökmen at [email protected] prior to the closing date of applications.
Please use the following subject line in your request: "Assistant Principal - Request for Further Information"
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.