Assistant Principal-Range 2

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Assistant Principal - Range 2

Occupation: Principal and assistant principal

Location: Melbourne - Northern suburbs

Reference:

Selection Criteria

SC1: Educational leadership

(i) Outstanding capacity for visionary and exemplary educational leadership of a college.

(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.

SC2: Planning, policy and program development and review

• 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.
• An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
• enhance communication and organisational practices

SC3: Leadership of staff and students

(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.

(ii) A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

SC4: Interpersonal and communication skills

(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii) An ability to work with parents and the community to develop a strong learning environment.

SC5: Financial, managerial and administrative ability

(i) Outstanding financial, organisational and resource management skills.

KSC6 School Specific Criteria

The key responsibilities of this role will be leading the Wellbeing Team, Disability Inclusion and Prep sub-school.

Demonstrate your capacity to lead Disability Inclusion/ Wellbeing Team and Prep sub school. How will you lead these areas and build the capacity of these teams.

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.

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;

Who May Apply

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

EEO AND OHS Commitment

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

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:

DE Values

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:

Other Information

The successful candidate will be part of the Principal Class Team and manage a particular year level cohort. This role will also encompass management of other leadership staff in the areas of Disability Inclusion / Mental Health / and Wellbeing areas of the school.

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

VIT LANTITE

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

Aitken Hill Primary School neighbours rapidly growing residential areas in the suburb of Craigieburn. The school is located at the intersection of Elevation Boulevard and Rhyolite Drive. The school will work in partnership with the community to provide authentic learning opportunities and best academic outcomes for all students.

Aitken Hill Primary School opened in 2019, with a current enrolment of 895 in 2025. The school truly presents as an innovative, unique and contemporary school. The curriculum, approach to pedagogy and culture that the new school develops will work in harmony with the design of the school buildings.

At Aitken Hill Primary School, architectural form and educational ethos align to emphasize creativity, collaboration, innovation, wellbeing and community engagement.

The Learning Communities have been carefully designed to allow for a flexible learning space incorporating a variety of different educational modes to take place in the one building. There are 2 Learning Community buildings which can each house up to 200 students. This P-6 Learning Community incorporates a rich array of educational activities including messy wet areas, quiet reflective areas, withdrawal spaces, some library spaces and small classroom spaces.

Each learning community building houses 8 groups of 25 students with the key focus on flexible spaces. Below is further information regarding the layout of the Learning Community buildings.

Focus on Teaching and Learning

The quality of classroom teaching at Aitken Hill PS will be a significant indicator of the school¿s effectiveness. Effective teachers know how students learn and build on the knowledge their students bring with them. Purposeful teaching will ensure that all students have the opportunity to learn in a classroom environment that has clear learning objectives, challenging learning goals and ongoing and systemic monitoring and feedback.

Curriculum links include:

• Science: wet and messy activities (freezing, melting) basic physics (dropping objects)
• Art: painting, drawing, sculpting etc.
• All learning areas: model-making, experiment and investigation.

High Expectations for All Learners

Aitken Hill PS has high expectations for all members of the school community. Teachers and students will be challenged to take advantage of all opportunities to learn and to persist when confronted with situations that require new learning. An explicit focus on effort rather than ability underpins learning interactions and the modelling of desired behaviours as there is a shared belief that all students can learn to high levels.

High expectations are also evident in the quality of the relationships between all members of the school community and their engagement and contribution to the wider community. A commitment to continuous improvement will be reflected in the way that the schools consistently communicate the importance of self-improvement and higher standards when initial targets and goals are met.

Accountability

The school is establishing a rigorous and intelligent system of accountability through which school, teacher and student performance can be monitored and evaluated. The school will use performance data to identify, support and monitor all students and plan professional learning activities for staff. Valid and reliable accountability measures will also allow the school leadership team to provide parents with meaningful information about the progress of the school and their children.

Learning Communities

Aitken Hill is aspiring to become a learning community that shares a common vision and goals, where all members work collaboratively to enhance the teaching and learning environment. Learning communities comprised of individuals with diverse expertise and knowledge which is valued, and through collaboration, drawn out, shared and used to solve school-based challenges. The learning community fosters openness, dialogue, inquiry, risk-taking and trust. In this environment, teachers feel they can make informed and responsibly decisions about innovative teaching strategies.

Stimulating and Secure Learning Environment

Aitken Hill PS understands that the nature and quality of the environment in which students and teachers work in has a significant impact on their learning. Effective schools are stimulating places to those learning, working and visiting. The design of the environment embodies the values and principles of the school and fosters creativity and a culture of learning. Quality relationships contribute to an environment where all members feel safe, secure and valued.

Staff will be expected to contribute to:

• Creating a professional learning community
• Developing a shared practice where all are engaged to continually improve
• Developing a pedagogy and curriculum reflective of 21stcentury learning which maximises the use of flexible spaces
• Developing safe and supportive learning communities based on School Wide Positive Behaviour Support
• Community engagement and involvement in the life of the school

School contact details:

Phone:

Applications close Saturday 4 October 2025 at 11.59pm

Posted

8 September 2025

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