Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1485782
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 COMMUNITY CRITERION
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
COLLEGE TOUR
Interested applicants can request a tour of the school (Monday 25th August at 4.30pm) and the draft Strategic plans goals by contacting Tanya Conrad, Business Manager. [email protected]
COLLEGE REPORTS
2024 Annual Report and 2025 AIP are available on the Epping Secondary College website. https://www.eppingsc.vic.edu.au/about/college-reports/
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.
JOIN THE LEADERSHIP TEAM AT EPPING SECONDARY COLLEGE
Epping Secondary College is seeking a passionate and experienced educational leader to join our dynamic leadership team as an Assistant Principal.
We are looking for someone with a strong commitment to instructional leadership, a collaborative mindset, and the ability to lead change, build staff capacity, and support positive student outcomes.
If you are a forward-thinking educator ready to contribute to a culture of high expectations and continuous growth, we welcome your application.
VISION
Epping Secondary College strives to enable and equip all young people to reach their full potential, of being curious and acquiring new knowledge and skills; of forming strong, valuable, healthy relationships; of participating in creative expression; and of building strong mental and physical wellbeing.
VALUES
The College values which underpin our behaviours and practice are:
Respect: we treat all individuals with respect. Our relationships are based on trust and mutual respect. We recognise the differing circumstances and needs of our students and are dedicated to achieving the best possible outcomes for all.
Resilience: we strive to successfully adapt to challenging experiences and tasks through emotional, social, academic, and behavioural perseverance.
Care: we value community, build empathy with each other, and we act with integrity and compassion.
WORKFORCE
The 2025 staffing profile comprises of approximately 130 staff, including 4 Principal class, 11 Leading Teachers, 5 Learning Specialists and approximately 40 Education Support staff. The school workforce currently contains no identified indigenous employees.
LOCATION
Epping Secondary College is a co-educational 7-12 college established in 1976. Epping is a northern suburb of Melbourne, Victoria, Australia, located 20 km north of Melbourne's Central Business District. The City of Whittlesea is the local government area.
SIZE & STRUCTURE
The student population at Epping Secondary College remains steady at 975. Epping Secondary College is physically organised in year level units to better support students through their different stages of growth as well as provide a sense of belonging and wellbeing.
A central element of educating the `whole¿ child at Epping Secondary College is our school-wide commitment to Positive Education. This approach is embedded through the `Learning for Life¿ curriculum and the broader culture of our school.
OVERSEAS STUDENT PROGRAM
Epping Secondary College is a safe, friendly and welcoming study destination, offering international students an enviable lifestyle that nurtures success and the confidence to take steps forward in life. In 2025 the school offered places for all year levels (7 to 12) and enrolled a total of 19 international students. Countries represented were India, Sri Lanka, Timor, Philippines, Iran, Vietnam, China and Fiji. The school has capacity for 20 international students. Our international students are here in Australia with their families studying the Victorian Curriculum or Victorian Certificate of Education.
SOCIAL & ENROLMENT CHARACTERISTICS
Epping Secondary College has a diverse and multicultural community with students representing over 35 nationalities. We have 40 Aboriginal and Torres Strait Islander (ATSI) students, forty percent of the student population have English as an additional language, providing us with 63 EAL students (funded English as an Additional Language) and 19 international students. The Student Family Occupation and Education (SFOE) Index for the college in 2025 is 0.5083.