Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1546268
(SC1) Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school.
(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
(SC2) Financial, managerial and administrative ability
(i)Outstanding financial, organisational and resource management skills.
(SC3) Planning, policy and program development and review
(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality 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.
(SC4) Leadership of staff and students
(i) 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.
(SC5) 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.
(SC6) Demonstrate Inclusive Practice and Student Support Improvement
(i) Demonstrated capacity to lead, strengthen and evaluate whole-school approaches to Disability Inclusion, including the development of effective Multi-Tiered Systems of Support.
(ii) Demonstrate an extensive knowledge of Disability Inclusion practices and processes and the effective coordination of resources, interventions and specialist supports.
(iii) Capacity to build staff capability in delivering consistent, proactive and evidence-informed practices that improve student participation and learning outcomes.
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.
The Assistant Principal - Inclusion will work as part of the Principal Class Team to lead a coherent and proactive approach to inclusion, intervention and student support across the school.
The role will have a strong focus on developing systems rather than relying on reactive responses. This includes identifying student need early, coordinating appropriate supports, monitoring their impact, and ensuring staff have the knowledge, confidence and resources to respond effectively.
A significant focus will be the continued development of our Multi-Tiered System of Supports.
The Assistant Principal - Inclusion will:
Building Staff Capability
A central responsibility of this role is to build the capacity of others.
We are not seeking a leader who simply steps in and solves problems for staff. We are looking for someone who can build capabilities of staff by strengthening their knowledge, confidence and practice.
The Assistant Principal Inclusion will support staff to understand learner needs, make reasonable and purposeful adjustments, use evidence to inform decisions, and design learning environments in which students can participate successfully.
They will help establish a shared understanding that Inclusion begins in the classroom and that Tier 2 and Tier 3 supports strengthen, rather than replace, quality Tier 1 teaching.
Through modelling, coaching, professional learning, collaborative planning and case consultation, the Assistant Principal will help develop collective responsibility for the success of every student.
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.
SCHOOL OVERVIEW
Dallas Brooks Community Primary School is a diverse and inclusive school committed to supporting the academic, social and emotional growth of every student. We provide a safe, supportive and engaging learning environment that promotes high expectations and prepares students for a successful future.
LOCATION
Dallas Brooks Community Primary School is located in Dallas, within the City of Hume in Melbourne¿s northern suburbs, and plays an important role as an educational and community hub for local children and families.
SCHOOL PROFILE
In 2026, Dallas Brooks Community Primary School has 367 students, representing a culturally, linguistically and socio-economically diverse community.
Of our students, 225 are English as an Additional Language (EAL) learners (61.3%), 8 are Aboriginal and Torres Strait Islander students (2.2%), and 2 are international students. Arabic, Turkish and Somali-speaking families form significant parts of our culturally diverse school community.
The school has 226 students included in the Nationally Consistent Collection of Data on School Students with Disability (NCCD), representing 61.6% of enrolments. Our Student Family Occupation and Education (SFOE) Index is 0.6559.
These characteristics reinforce our strong commitment to equity, inclusion, differentiated teaching and targeted support to ensure every student can participate, progress and achieve.
The school also supports strong transitions into primary school through onsite three- and four-year-old Kindergarten programs and opportunities for younger children and families to connect with the school community.
Dallas Brooks Community Primary School continues to maintain high expectations for every student, recognising that quality teaching, wellbeing, inclusion, positive behaviour and strong family partnerships are fundamental to student success.
WORKFORCE
In 2026, our workforce comprises 1 Principal, 2 Assistant Principals, 3 Leading Teachers, 2 Learning Specialists, 20 teachers and 27 Education Support staff.
Our multidisciplinary wellbeing and allied health team includes 1 Educational Psychologist, 2 Speech Therapists, 2 Occupational Therapists, 1 Social Worker and 1 Imam.
Together, our staff work collaboratively to provide high-quality teaching, targeted intervention, allied health and wellbeing support, and inclusive learning opportunities that respond to the diverse needs of our students and families.
VISION AND VALUES
Our school community is built on strong partnerships between students, staff and families and is guided by our values of Respect, Trust, Perseverance and Pride.
We recognise the strong connection between wellbeing, engagement and achievement. Our whole-school approach incorporates School-Wide Positive Behaviour Support (SWPBS), Respectful Relationships and the Berry Street Education Model (BSEM) to promote positive behaviour, self-regulation, inclusion, wellbeing and a strong sense of belonging.
TEACHING AND LEARNING
Teaching, learning and assessment are aligned with the Victorian Curriculum F¿10 Version 2.0, with a strong focus on literacy and numeracy.
Our instructional approach is guided by the Victorian Teaching and Learning Model 2.0 (VTLM 2.0), supporting consistent, explicit and evidence-based teaching practices across the school. Teaching is differentiated to meet students at their point of need, with targeted intervention and extension supporting individual growth and achievement.
Students participate in specialist programs including Physical Education, The Arts, Science, Arabic and STEM.
COMMUNITY PARTNERSHIPS
Strong partnerships with families, community organisations and agencies enhance student learning, wellbeing and engagement. Our partnership with The Smith Family provides additional educational support for eligible students and families.
Our Community Hub provides a welcoming and accessible space for families to connect with services, programs and learning opportunities. It plays an important role in strengthening connections between families, the school and the wider City of Hume community.