Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1536553
SC 1. Educational leadership
SC 2. Financial, managerial and administrative ability
SC 3. Planning, policy and program development and review
SC 4. Leadership of staff and students
SC 5. Interpersonal and communication skills
SC 6. Local Criteria
Demonstrated capacity to lead and build leadership, teachers, and education support staff capability in implementing whole-school inclusive practices that support a diverse cohort of learners with additional needs. Proven ability to foster a culture of inclusion, ensuring all students can access, participate in, and achieve success within high-quality learning environments through evidence-based teaching, collaborative practice, and differentiated support.
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.
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.
Grayling Primary School is situated on a 3.5 hectare site on 25 Ferdinand Drive, Clyde North. Our facilities cater for a long-term enrolment of over 700. In 2026 our enrolments sit at approximately 744. The facilities have been designed with the following key principles in mind:
- designs that place a strong emphasis on flexibility
- learning spaces that are capable of supporting different learning styles and recognise that children learn in different ways
- buildings with a public realm that are visually stimulating, inviting to the community and readily accessible to all
- comfortable and safe workplaces for all students, staff and visitors
At Grayling Primary School our vision is for all students to be proud and connected, to succeed both academically and socially. For all students to be engaged, motivated and to set high expectations for themselves. We want our students to foster a curiosity and passion for learning. Grayling Primary students, staff and the community will work collaboratively to ensure that all students are resilient, confident and respectful global citizens.
Grayling Primary School¿s motto is being `Proud and Connected¿, our values are intrinsically linked to this motto by being PROUD.
Performance
Performance- "Striving for my personal best"
Respect- "Respecting myself, others and the school environment"
Open-minded- "Willing to consider ideas and opinions that are new or different to my own"
United- "Being part of a team to achieve a common goal"
Daring- "Being brave and willing to take risks to challenge myself"
Celebrating school values consistently through school/home correspondence, assemblies and within class and the broader community.