Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Loddon Mallee - Greater Bendigo
Reference: 1500165
Selection Criteria
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.
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
This is a 3 year position and will be reviewed at the end of the 3 years with the possibility of continuing.
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.
Eaglehawk North Primary School currently has a student population of 268 students, with upwards of a third attracting Equity Funding. Eaglehawk North's Student Family Occupation Index is 0.54 and the Student Family Occupation and Education Index is 0.4718.
The student population is divided into three teaching and learning teams across the school and includes a Foundation- Grade two team, divided into two Foundation classrooms and three 1/2 classrooms, a Year 3-4 team of three classrooms and a Year 5-6 team of four classrooms.
Specialist subjects in Visual Art, Auslan, Music and Physical Education is offered to all students in 2025. School facilities offer a library and computer lab and canteen. The school employs a part time speech therapist. We have a supportive Education Support Staff team with a mixture of full time and part time staff, who work in a variety of capacities including office staff, integration aides, library support, speech intervention and welfare. We have an out of hours program run by the YMCA.
Our recent review provided us with key directions for our new Strategic Plan, with focuses in leadership and developing a whole school culture in core learning areas and wellbeing. This included a shared understanding and delivery of Literacy and Numeracy instructional models, student voice and agency, consistent understanding and use of data through organised professional learning communities and effective communication of goals and school programs to the community.
Leadership of learning and clarity is important for the effectiveness of whole school culture. As a school we need to build the instructional leadership capabilities of staff to ensure role clarity and purpose for leaders. Further professional development around our instructional model through coaching and feedback, learning walks and further unpacking of the PLC matrix and model will build staff capabilities to collaboratively use data to inform explicit and differentiated teaching, goal setting, curriculum planning and teacher practice.
2026 will be a whole school review year.