Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1492574
Assistant Principal Range 2 ¿ Selection Criteria
1. Educational leadership
Demonstrated capacity to lead the development, implementation and evaluation of whole school approaches that enhance student wellbeing, engagement, and learning outcomes. Proven ability to model and promote high expectations, inclusion, and equity within a diverse school community.
2. Curriculum knowledge and innovation
Expertise in curriculum design, development and implementation across multiple learning areas, with a strong knowledge of the Victorian Curriculum AND VTLM 2.0. Demonstrated ability to lead teams in planning, assessment and differentiated teaching practices to maximise student learning growth.
3. Leading Professional Learning Communities (PLCs)
Demonstrated capacity to build and sustain effective PLCs that use evidence-informed practice and collaborative inquiry to improve teaching quality and student achievement. Proven ability to coach, mentor and support staff in analysing data to inform curriculum planning and instructional practice.
4. Student wellbeing and inclusion
Deep knowledge and understanding of student wellbeing frameworks, including trauma-informed practice and strategies to support vulnerable learners. Demonstrated ability to lead initiatives that strengthen positive school culture, engagement, and whole-school approaches to social-emotional learning.
5. School improvement and data literacy
Capacity to contribute to the development, implementation and monitoring of the School Strategic Plan and Annual Implementation Plan. Demonstrated expertise in the use of data to evaluate programs, measure impact and inform school improvement priorities.
6. Community and system leadership
Demonstrated ability to foster strong partnerships with parents, carers, external agencies and the wider community to support student wellbeing and learning. Proven capacity to contribute to network, system-level initiatives and to work collaboratively with colleagues to strengthen practice across schools.
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.
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
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.
Vision:
At Thomastown Meadows Primary School we are honest, respectful and show empathy. We are happy, active and independent learners, contributing positively to society.
Values:
Respect ¿ We show Respect.
Honesty ¿ We show Honesty
Empathy ¿ We show Empathy.
We believe:
Children learn best in a positive, caring and stimulating environment where their efforts and achievements are acknowledged, valued and encouraged. We believe that relationships are forged with all stakeholders through the positive demonstration of our school values and by providing high-quality teaching and learning to our students.
Context:
Thomastown Meadows Primary School, established in 1980, is nestled in a peaceful, residential neighbourhood, away from busy streets and traffic. With an enrolment of 250 students, our school celebrates a rich cultural diversity, with many students coming from families where English is not the primary language. This diversity enriches our community and strengthens our commitment to fostering inclusion, integrity, and lifelong learning.
At Thomastown Meadows, we are dedicated to empowering every student to reach their full potential. Our approach emphasizes cultivating positive learner dispositions, encouraging collaboration, and amplifying student voice and agency. These elements create a sense of belonging and equip students with the confidence and skills to become effective communicators and active participants in their learning journey.
We utilize a behaviour matrix and a comprehensive school-wide management plan that align with the School-Wide Positive Behaviours Framework. These strategies promote consistent expectations and support a safe, respectful, and productive learning environment. Our core purpose is to provide an engaging and stimulating climate for learning, preparing students to thrive academically, socially, and personally in a dynamic global society.
Technology plays a central role in our educational approach. Every student from Foundation Year to Year 6 has access to their own iPad, enabling innovative and personalized learning experiences. Proficiency with technology is a key competency for all staff, ensuring we continue to prepare students for the demands of a rapidly evolving digital world.
Improving student outcomes remains our highest priority. Our professional learning communities co-design robust programs aligned with the Victorian Curriculum, including specialized support for students learning English as an Additional Language. By leveraging evidence-based teaching practices and an inquiry-driven approach, we ensure consistent and effective learning across all year levels.
Our staff are committed to continuous professional growth, supported by targeted professional learning opportunities. This focus on building teacher capacity fosters an environment where learning is valued, critical thinking is encouraged, and creativity is celebrated. Students benefit from a rich curriculum, including specialist programs in STEAM, Physical Education, Music, and Visual Arts, designed to inspire and challenge them.
Student wellbeing is integral to our school culture. Through participation in the Mental Health in Primary Schools Program, we provide staff with the tools and knowledge to support the mental health and wellbeing of our students and their families. Our commitment to child safety is unwavering, with a zero-tolerance policy for child abuse and adherence to all Child Safety Standards.
Community and teamwork are at the heart of Thomastown Meadows Primary School. We believe that it is the dedication and passion of our people that make a school truly effective. We seek enthusiastic, flexible, and committed staff who are eager to learn and grow alongside our students. Together, we create an environment where students feel empowered to contribute, build confidence, and develop into outstanding leaders and role models for the future.
At Thomastown Meadows Primary School, we aim to inspire our students to achieve excellence, embrace lifelong learning, and become compassionate, confident, and capable global citizens.