(Immediate Start) Assistant Principal-Teaching Learning and Assessment- Range 1

Occupation: Principal and assistant principal

Location: Barwon South West - Greater Geelong

Reference: 1494447

Selection Criteria

Assistant Principal, Teaching, Learning and Assessment - Range 1

SC 1: Educational Leadership

- Outstanding capacity for visionary and exemplary educational leadership of a school.
- Highly developed skills in leading and managing change including the leadership of others in the process of change.
- Demonstrated understanding of the role of effective communication in whole school leadership.

SC 2: Financial, Managerial and Administrative Ability

- Outstanding financial, organisational and resource management skills.
- Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
- Demonstrated ability to implement Department policies to a high level including proven leadership of professional learning communities.
- An understanding of and a commitment to the use of multi-tiered systems of support (MTSS).

- A highly developed capacity to motivate staff, develop their talents and build an effective team.
- A clear capacity to foster a high expectation learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

- Highly developed interpersonal and communication skills in individual, small group and community contexts.
- Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
- An ability to work with parents and the community to develop a strong learning environment.

SC 6: Assessment

- Demonstrated ability to develop a whole school assessment schedule and lead improvement in assessment practices.

Role

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.

Who May Apply

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

Diversity and Inclusion

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 (seeWorkplace 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 marrung@education.vic.gov.au

Child Safe Standards

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:

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:

- Member of the Principal Leadership Team and School Improvement Team
- Drive implementation of improvement initiatives aligned with the School Strategic Plan (SSP), Annual Implementation Plan (AIP), and broader school priorities.
- Manage the SIT agenda
- Lead Leading Teachers and Learning Specialists, and manage the mentoring of graduates and VIT staff
- Manage allocated budgets and resources

Teaching & Learning Leadership

- Lead and implement the school/'s instructional model and whole-school teaching playbook aligned with VTLM 2.0
- Use Literacy and Numeracy student data to guide teaching strategies and provide data-driven feedback
- Lead and manage an Instructional Coaching Model P-6.
- Deliver professional learning for staff development

Curriculum & Assessment Leadership

- Develop and maintain the school/'s curriculum framework in accordance with the Victorian Curriculum 2.0
- Build teacher capacity in the Victorian Curriculum 2.0, especially Literacy, Numeracy and the Humanities
- Drive curriculum planning, assessment, and reporting strategies
- Lead data analysis at all levels, from individual students to cohorts, and coordinate NAPLAN administration (Years 3 & 5)
- Integrate First Nations perspectives into the curriculum

Professional Learning Communities

- Lead the ongoing implementation of PLC FISO Cycles
- Develop Middle Leader capacity to lead curriculum planning and FISO improvement cycles
- Plan and deliver targeted professional development sessions
- Lead Literacy and Numeracy Intervention Programs
- Assist in the implementation of the school/'s Multi-Tiered Systems of Support (MTSS) across academic tiers 1-3
- Support responses to high-level student behaviour issues and crises

Additional Duties

- Perform other duties as assigned by the principal

Conditions of Employment

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department/'s Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Qualification Requirements

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.

Location Profile

Bacchus Marsh Primary School/'s purpose is to provide, in a nurturing environment, a quality education that challenges all students to attain their highest potential academically, socially and emotionally, creatively and physically. BMPS encourages students to respond to high expectations, to work effectively with others, and acknowledges that students learn best when they have confidence in their own abilities and a sense of personal efficacy. At Bacchus Marsh Primary School we balance explicit instructional practices across literacy and numeracy with opportunities to apply knowledge and skill through inquiry based learning. Our school community is committed to the values of Respect, Learning, Kindness and Teamwork. Our vision is to develop self-sustaining, life-long learners in a recognised centre of educational excellence. Bacchus Marsh Primary School offers a genuinely broad curriculum, offering our students access to a wide range of specialist programs including, Visual Art, Music/Performing Arts, PE, Kitchen, Garden, Mandarin Chinese, Design Thinking and Science. We are proud of our Stephanie Alexander inspired Kitchen-Garden program and the broader connections to our community that this facilitates.

Our key curriculum emphasis is on the development of literacy and numeracy within a Positive Education wellbeing framework, supported by trauma informed practices.

Celebrating 175 years of continuous education in 2025, Bacchus Marsh Primary School has a proud history as the oldest still operating government primary school in Victoria.

Responsibilities

Typically, assistant principals perform one or more of the following functions:

- supervision and coordination of the work of senior curriculum or level coordinators;
- allocation of budgets, positions of responsibility and other resources within the area of responsibility;
- supervision of the delivery of teaching programs;
- management of programs to improve the knowledge and experience of staff;
- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
- contribute to the overall management of the school;

Applications close Monday 29 September 2025 at 11.59pm

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