Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Hume - Wodonga
Reference: 1498480
SC1: Educational Leadership
SC2: Management of a school
SC3: Financial, managerial and administrative ability
SC4: Leadership of staff and students
SC5: Interpersonal and communication skills
SC6: School Specific Criteria: Wellbeing and Inclusion
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.
Kerribana Primary School will be a supported inclusion school. It will open for day one of Term 1 in 2026 with a predicated first year enrolment of approximately 300 students, and have places for up to a total of 525 students. This will include 50 students with disabilities.
Supported Inclusion Schools are government primary and secondary schools that support more students with a disability than typical schools. They have facilities that provide extra support for students with a disability. This means that all students have better access to learning and play areas.
Supported inclusion schools prioritise the learning and support needs of all students, including students who are eligible to attend a specialist school. Resources, including equipment and technology and the physical environment, are carefully considered.
Specialised facilities in these schools may include sensory areas, accessible play spaces and wider corridors. They may also include spaces with improved acoustics and lighting.
When open for Term 1 2026, the school will include:
2 double-storey pavilions with:
We are proud to be known as Kerribana Primary School. Guidance from local Elders has informed decisions about Indigenous aspects of the school. We are committed to Reconciliation through a documented, living Reconciliation Action Plan.
Kerribana Primary School will welcome students from the local Kerribana area, which is an active growth corridor for families. We will value and champion every student and their unique strengths and abilities. The Vision of Kerribana PS will underpin this, being `Celebrating Everyone¿s Best¿.
The acronym BEST further unpacks the actions of our Values:
A core component of Kerribana PS will be our commitment to Inclusion, through the SHARE Principles.
S: Student-centred:
Inclusive education involves students, in collaboration with their peers and/or carers, in decision-making processes as respected partners in education.
H: Human rights focused:
Inclusive education is supported by and is the realisation of a human rights based approach to education. International human rights principles and Victoria¿s Charter of Human Rights and Responsibilities Act 2006 provide a framework for every Victorian to be treated with dignity and respect and to enjoy their human rights without discrimination.
A: Acknowledges strengths:
Inclusive education recognises that each child and young person is unique. It focuses on a strengths-based, personalised approach to education that celebrates and welcomes difference to maximize learning, engagement and wellbeing outcomes.
R: Respects legal obligations:
Inclusive education enables schools to uphold legal obligations to make reasonable adjustments for all students with disability. Reasonable adjustments assist all students to participate in education on the same basis as their peers without a disability.
E: Evidence-based:
Inclusive education uses contemporary evidence-based practices known to be effective in responding to individual student needs and improving student outcomes.