Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Melbourne - Eastern suburbs
Reference: 1507569
SC1. Demonstrated Educational Leadership
Outstanding capacity for visionary and exemplary educational leadership of a school or college.
Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC2. Demonstrated Financial, Managerial and Administrative Ability
Outstanding financial, organisational and resource management skills.
SC3. Demonstrated planning, policy and program development and review
Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
Demonstrated ability to implement Department policies to a high level
An understanding of and a commitment to, the use of learning technologies to improve teaching and learning.
SC4. Leadership of staff and students
A highly developed capacity to motivate staff, develop their talents and build an effective team.
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
SC5. Interpersonal and communication skills
Highly developed interpersonal and communication skills in individual, small group and community contests.
Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
An ability to work with parents and the community to develop a strong learning environment.
SC6: Community criterion
Experience in effectively building staff capacity and leading teams in student wellbeing and engagement: Positive Classroom Management Strategies; Respectful Relationships, DIP funding process, Trauma informed practices, Case management.
Strong leadership in positively influencing school culture, and fostering authentic partnerships with families, community organisations, and external agencies to strengthen connectedness, wellbeing, and a culture of belonging across the school.
The Assistant Principal - MTSS & Engagement, working together with existing principal class members, plays a key leadership role in building staff capacity and leading and developing existing teams to embed a safe, inclusive, and engaging learning environment for all students. The role provides strategic leadership of engagement, attendance, inclusion, wellbeing, positive behaviour, and the school¿s Multi-Tiered System of Supports (MTSS). The focus is on improving student engagement in learning particularly for those who are at risk of disengagement, strengthening behaviour practices, supporting families, and ensuring that staff are equipped to meet diverse student needs.
1. Leadership of MTSS (Multi-Tiered System of Supports)
Lead the development and implementation of school¿s MTSS across academic, behavioural, and wellbeing domains.
Work with the Teaching & Learning AP to align instructional practices with engagement and inclusion priorities.
2. Leading Student Engagement
Drive whole-school strategies to improve engagement in learning, with a particular focus on students at risk of disengagement or chronic absence.
Lead strategic interventions for students requiring targeted or intensive support under MTSS.
3. Attendance Improvement
Lead a whole-school approach and team to improve attendance, aligned with DET policy and legal requirements.
Provide coaching to staff on effective attendance follow-up and re-engagement strategies.
4. Student Voice, Agency, and Leadership
Strengthen student leadership programs
Support staff to embed student voice and agency in classroom practice.
5. Wellbeing and Inclusion Leadership
Oversee the school¿s wellbeing, inclusion, and allied services teams, ensuring a coordinated, proactive, and student-centred approach.
Support staff with case management, referrals, and individual support plans for students.
6. Behaviour Management and Positive Climate
Oversee the implementation of the school¿s behaviour expectations and responses, aligned with School-Wide Positive Behaviour Support (SWPBS) and MTSS.
Oversee consistent use of behaviour data (e.g., SWPBS/Compass entries) to drive improvement.
7. Family and Community Partnerships
Build strong, collaborative relationships with families to enhance student engagement, attendance, behaviour, and overall wellbeing.
Plan and lead community events in collaboration with the Parents Association to strengthen school¿community connection and involvement.
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.
Barton Primary School is seeking an Assistant Principal who:
Champions student engagement
Builds strong community partnerships
You are encouraged to take a tour of our school, as it provides the best opportunity to experience our environment, meet key staff and determine if it's the right fit for you. To make arrangements contact the school on 8766400 or [email protected]
Joining Barton Primary School means becoming part of a highly collaborative and supportive learning environment, beginning with a strong induction program designed to help new members integrate with our culture of high expectations, with high support. We focus on continuous growth through coaching from our Learning Specialists, whole school professional learning schedule and the Professional Learning Communities (PLC) inquiry cycle.
In 2026, we will continue to engage with experts, Bron Ryrie-Jones, Ryan Dunn and Bryan Jeffrey, who will further support staff and teams to develop a consistent and evidence-based approach to teaching, which ensures maximum growth for all students in both learning and wellbeing.
At Barton Primary School, we have a shared belief that all students can achieve high standards with high expectations, high support and early intervention. We have a whole-school approach to delivering a comprehensive learning program designed to foster and promote a positive experience. We do not prescribe to any one program, instead providing training for staff in evidence-based teaching strategies aligned to how students learn. Multi-Tiered Systems of Support (MTSS) are essential to provide the support needed for all students to succeed. This includes small group and 1:1 phonics intervention, classroom-based support and a collaborative approach to monitoring student progress through PLCs.
Barton has built an inclusive wellbeing approach that celebrates diversity. We believe that a strong foundation in wellbeing enhances student engagement and overall academic achievement. In partnership with our teaching and learning MTSS, Wellbeing and Inclusion have several practices at each level.
At Tier 1:
Our classroom routines are formed and reinforced by trauma informed practice. The school utilises current research to create classrooms that are consistent, predictable and have strong taught routines.
At Tier 2:
The school has several engagement opportunities for students who may require additional opportunities to connect with school examples of these are Melbourne City Soccer, Human Power Vehicles, FEAST Cooking Program, Girls Literacy Circle and Lunch Time Clubs.
At Tier 3:
To support consistency and development of these areas' high quality professional development, peer mentoring and coaching is available to all.
Barton Primary School is a large primary school in Cranbourne, in the City of Casey, 5km from the main street of Cranbourne. The current enrolment is 1080 students.
The current school profile includes three Principal Class, three Learning Specialists, two Leading Teachers, seventy-five Teachers, three Tutors, five Youth Workers, thirty-six Educational Support Staff and nine Administration Support.