Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 3
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1503589
1. Educational Leadership:
2. Financial, Managerial and Administration ability:
3. Planning, Policy and Program Development and Review:
4. Leadership of Staff and Students:
5. Interpersonal and communication skills:
6. Community Criterion: leadership of the Victorian High-Ability Program
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:
Leading the development and delivery of the Victorian High-Ability Program.
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
The Victorian High-Ability Program teachers work remotely for the majority of their working week. The successful applicant will be required to work onsite at Virtual School Victoria, 315 Clarendon Street, Thornbury.
The VHAP initiative is scheduled to conclude at the end of 2025. Applicants must be aware that this is a 12 month position. Tenure end date is 26/01/2027.
Participation in and/or completion of an accredited online course and/or online training while not essential would be highly advantageous. Participation in and/or completion of an accredited course of study in High-Ability education would also be highly advantageous.
Virtual School Victoria utilises a Moodle based learning management system for the development and delivery of the teaching and learning program Foundation ¿ Year 12. Experience in the use of a Moodle based platform would be advantageous.
Prospective applicants are advised to visit the VSV website www.vsv.vic.edu.au
Applications should be prepared in a standard font, preferably Arial or Calibra, at size 11 or 12. Pages should be single sided and have well delineated sections using clear headings.
Applicants are advised to include:
Late applications will not be considered.
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.
The Victorian High-Ability Program (VHAP) is a specialist, state-wide online extension and enrichment program delivered by Virtual School Victoria (VSV) for High-Ability students in Years 5¿8. The program enables selected students to engage in intensive ten-week online courses in English or Mathematics¿comprising weekly synchronous virtual classes and asynchronous LMS-based learning via VSV¿s Moodle-based platform. 2025 will be the final year of this initiative and applicants should be aware it is a 12 month tenured position.
VSV, as the state¿s leading virtual school, offers more than 250 online courses to over 4,000 students and is committed to providing high-quality, flexible education aligned with the school¿s values of Respect, Empathy, Collaboration and Growth. Within this framework, the VHAP is an important initiative under the Department of Education¿s Student Excellence Program, designed to challenge and extend High-Ability learners, supporting equity of access (particularly for students experiencing socioeconomic disadvantage, Aboriginal and Torres Strait Islander students or those in regional/rural locations).
The successful incumbent will lead the development and delivery of the VHAP at VSV, working closely with the school leadership team, the Department¿s Targeted Programs Unit, partner schools, High-Ability Practice Leaders (HAPL) in the field, and other stakeholders. With the program¿s continuing expansion through to Term 4 2026 they will ensure the program remains rigorous, engaging, inclusive and aligned with best-practice in online extension and enrichment for high-ability learners.
Given the online nature of the program, the HAPL will also support, coordinate and monitor the participation of students from their home schools, ensure effective engagement via synchronous and asynchronous modes, nurture peer-collaborative learning, and uphold a high-quality virtual learning environment that stimulates critical thinking, creativity and resilience in learners.
In this role, the HAPL contributes to VSV¿s commitment to flexible, accessible education for diverse learners, leveraging the strengths of online delivery while maintaining strong connections with students¿ home schools and educational settings.