Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Eastern suburbs
Reference: 1491600
SC1 - Educational leadership
SC2 - Financial, managerial and administrative ability
SC3 - Planning, policy and program development and review
SC4 - Leadership of staff and students
SC5 - Interpersonal and communication skills
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.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
This position will attract a teaching load of at least 0.2 (1 day) per week in the classroom.
Prospective applicants are encouraged to tour the school before submitting an application. To book a tour, please email [email protected]
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Solway Primary School has proudly served the surrounding suburbs of Ashburton, Glen Iris and East Malvern for over 70 years. The school is the centre of a vibrant, active and supportive school community with strong parental involvement. With an enrolment in 2025 of approximately 335 students, Solway has a stable student population.
In 2025, the school is structured into 14 classes. The staffing profile is balanced with a range of Classroom Teachers (1 and 2), alongside the Principal, Assistant Principal, and one Learning Specialist. A number of ES staff support the administrative functions of the school and our students on the Program for Students with Disabilities. All staff at Solway operate as members of a Professional Learning Community (PLC). The PLC culture embraces Visible Learning practices, the importance of teamwork and collaboration, data collection and analysis, reflection on classroom practice, collective accountability to all students at their level and using the inquiry cycle. Solway embraces a strong ethic of professional learning for staff, utilising the expertise of school leaders to work alongside teachers to enhance their professional practice and establish consistency across the school.
The school's values underpin how all members of our community are expected to conduct themselves. The core values of Respect, Responsibility and Resilience are embedded into the school culture. Developing social competence is a priority, with a whole school approach to student learning and wellbeing.
We recognise the importance of educating the `whole child'. A commitment to academic excellence sits alongside the development of critical and creative thinking skills in our students. A strong emphasis on Literacy and Numeracy is supported by outstanding specialist programs in Science/STEM, Japanese, Physical Education, Visual and Performing Arts. Our specialist programs are further enhanced by a range of engaging and enriching whole school programs and extra-curricular activities both within and beyond the classroom. A strong emphasis is given to educating our students to live healthy, balanced lifestyles through the promotion of healthy eating, exercise, leisure pursuits and citizenship. Solway promotes the value of living sustainably through coordinated programs and practices which educate our students and their families about environmental awareness and responsibility. Our Wildlife Corridor and Kitchen Garden are enjoyed by all students and their families. The school is proud of its accreditation as a 5 Star `Sustainable School'.
Our strong commitment to the development and integration of Digital Technologies is demonstrated though our 1:1 iPad program across years 3 to 6. The use of iPads, laptop computers and interactive whiteboards/TVs are utilised in all classrooms across the school. Teachers use their school issued iPads as a teaching, reporting and planning tool. The school is promoted through the website, where information about school programs and events are posted for prospective families. Regular communication to current families occurs through the school eNewsletter and the Compass Parent Portal. Our school practices and cybersafety initiatives have ensured our accreditation as an eSMART school.
Inquiry Units are based on school-wide `throughlines' which allow our students to explore and create and encourage students' curiosity and problem-solving skills. Classroom and extra-curricular programs support the school's commitment to the STEAM areas of the curriculum.
School facilities include an Outside School Hours Care (OSHC) Hall, Visual and Performing Arts Centres, Multi-purpose Hall, Science Centre and a Uniform Shop. A Library and Learning Centre, along with several refurbished learning spaces designed with 21st century learners in mind, provide stimulating, spacious and flexible classroom learning spaces which cater for the needs of all students. Team teaching is promoted across the school.
Our well-maintained grounds provide students with safe, fun and varied play spaces. They comprise an attractive all weather synthetic turf oval and mini soccer field, amphitheatres, cricket net, running track and fitness stations, game courts, a range of play equipment and a designated Prep playground. A balance of landscaped areas and green space allows students the freedom to run, encourages creative outdoor play and provides for participation in a variety of organised sports. The basketball courts have a plexi-pave surface for added safety and aesthetic appeal. Regular, ongoing maintenance and upgrades ensure the playground is safe and stimulating for all users.
A successful OSHC program is run in partnership with TeamKids. This facility is popular with families, providing a safe and nurturing environment for families requiring before and after school care.