Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 3
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1550243
Belonging | Understanding | Respect | Growth
We welcome passionate and imaginative educators into our learning community. We are committed to supporting and valuing staff in their professional practice and growth through:
belonging to an inclusive and multicultural community
knowing that together we make a difference
intellectual and practical engagement in our profession
teaching for conceptual understanding.
Located on the lands of the Wurundjeri people, our community is wonderfully diverse, with more than fifty language backgrounds represented among our families and staff. This diversity is one of our greatest strengths, and we draw on it to build a sense of Belonging for every student and family.
Our dedicated team of multicultural and integration staff helps build strong connections between the college and our families, so that families feel welcome and their voices are heard. Through events and performances throughout the year, students and families share their cultures, languages and traditions with the wider school community. When students see their own backgrounds reflected and valued at school, they are better able to feel that they belong and to succeed in their learning.
Our organisational modelEach cohort is led by an Assistant Principal and a Leading Teacher (PEG), who move with their students from Year 7 through to Year 12. This continuity embeds relational pedagogy and reflects our values of Belonging and Understanding.
Our meeting structure supports this model and is built around four foci: Professional Culture, Knowing our Students, Curriculum, and Pedagogy. Staff work collaboratively in meeting time, moving through each focus in a connected sequence using the Inquiry Cycle framework.
Our frameworksWe have achieved Gold status in embedding School-Wide Positive Behaviour Support (SWPBS). We are now developing an inclusive school framework closely aligned with the Framework for Improving Student Outcomes (FISO) and the Victorian Teaching and Learning Model (VTLM 2.0). This work is guided by our goal of building integrated multi-tiered systems of support, and we welcome educators who are inspired by it.
At Craigieburn Secondary College, we teach for understanding. We focus our professional growth on ensuring that all students have access to, and success in, their academic and social learning.
Supporting our studentsMany of our students face challenges at home. We support them through breakfast and homework clubs and a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Targeted fluency and tutoring programs support learning, and our learning partners make sure that Individual Learning Plans are developed and implemented effectively.
Joining our teamNew staff are supported through a structured induction program that includes dedicated time release for mentoring and coaching. Our values of Belonging and Respect place strong relationships between staff, students and families at the centre of our practice. You¿ll build these relationships quickly through form teacher roles, community events and extra-curricular opportunities.
Growing your practiceStaff have many opportunities to extend their practice through leadership responsibilities and positions that promote individual and professional growth. These opportunities reflect our commitment to students¿ personal and educational growth through:
student voice and agency
applied learning
restorative practices
community leadership
inclusive and differentiated teaching and learning
reflective and evaluative practices
enrichment and engagement programs.
In 2027, we will continue to interweave SWPBS and VTLM 2.0 through an explicit teaching planning template. We will also keep strengthening our multi-tiered system of Wellbeing, Behaviour and Academic supports.
ASSISTANT PRINCIPAL ¿ KEY SELECTION CRITERIA
Note to applicants: Responses must address each criterion with specific, concrete examples from your own practice. For each example, describe the context, the actions you personally took, and the measurable impact on students, staff or the College (for example, changes in student achievement, attendance, engagement or staff survey data). General statements of belief or responsibility, without evidence of what you did and what changed as a result, will not be considered sufficient.
KSC1. Educational Leadership
(i) Demonstrated capacity to provide high-quality educational leadership as a member of the College Leadership Team, working with the Principal to shape and deliver the College¿s vision, Strategic Plan and Annual Implementation Plan under FISO 2.0.
(ii) Highly developed skills in leading and managing change, including building staff commitment, leading others through the change process and embedding sustainable improvements in practice.
(iii) Demonstrated instructional leadership, including the ability to lead consistent, evidence-based teaching practice aligned with the Victorian Teaching and Learning Model (VTLM 2.0).
KSC2. Financial, Managerial and Administrative Ability
(i) Highly developed organisational, resource and financial management skills, including the ability to manage a portfolio budget, allocate staffing and resources effectively, and meet accountability requirements.
(ii) Demonstrated ability to manage complex operational responsibilities such as timetabling, staffing, compliance or school operations, with sound judgement and attention to detail.
KSC3. Planning, Policy and Program Development and Review
(i) Exemplary values that place student learning and wellbeing at the centre, with a demonstrated capacity to use data to set targets, monitor progress and achieve improved student outcomes.
(ii) Demonstrated ability to implement Department and College policies to a high standard, including the Child Safe Standards, student wellbeing and engagement policies, and VCAA requirements.
(iii) A strong understanding of, and commitment to, the purposeful use of digital technologies to improve teaching, learning and the operation of the College.
KSC4. Leadership of Staff and Students
(i) A highly developed capacity to motivate staff, build their capability through coaching, feedback and professional learning (including PLCs), and lead effective, high-performing teams.
(ii) Demonstrated ability to foster a safe, inclusive learning environment that responds to the individual needs of students, including through a multi-tiered system of supports, and helps every student develop their abilities and pathways.
KSC5. Interpersonal and Communication Skills
(i) Highly developed interpersonal and communication skills with individuals, teams, and the wider College community, including the ability to manage sensitive conversations and resolve conflict constructively.
(ii) Exemplary personal qualities of objectivity, sensitivity and integrity, consistent with the College values and the Victorian Public Sector Code of Conduct.
(iii) Demonstrated ability to build strong partnerships with families and our culturally and linguistically diverse community to support student learning, engagement and wellbeing.
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:
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.