Assistant Principal

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Assistant Principal - Range 1

Occupation: Principal and assistant principal

Location: Melbourne - Western suburbs

Reference:

Selection Criteria

SC1 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.

SC2 Financial, managerial and administrative ability

• Outstanding financial, organisational and resource management skills.

SC3 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, including proven leadership of Professional Learning Communities.
• An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

SC4 Leadership of staff and students

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

SC5 Interpersonal and communication skills

• 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.

SC6 School Specific - Inclusive Practice and MTSS

• Proven capacity to implement school-wide Multi-Tiered Systems of Support (MTSS) and Inclusion, building teacher capability in differentiation and classroom adjustments to lift outcomes for diverse learners in Years

Role

Assistant Principal Range 1 - Inclusive Practices

Classification: Assistant Principal - Range 1

Tenure: 4 Years

Time Fraction: 1.0 FTE

Reports To: Principal

Portfolio: Teaching & Learning

Tarneit Senior College provides our students with the opportunity to learn and work in an adult environment with high expectations for all. Students are encouraged to think, reflect and develop into successful learners so that they may take their place in society as informed, responsible and active members of the community.

Our Purpose: Tarneit Senior College is an environment where we collaboratively challenge and pursue learning through:

Integrity Being honest, ethical and transparent

Innovation Applying knowledge and skills in new and creative ways

Focus Pursuing your chosen pathways and goals

Role Context

The Assistant Principal - Inclusive Practices plays a key leadership role in fostering an inclusive learning environment through a multi-tiered system of support (MTSS), instructional leadership, and targeted curriculum programs. This role directly supports Goal 1 of the School Strategic Plan: Maximise learning outcomes for every student, by embedding inclusive strategies within VTLM 2.0 and building the capacity of all teachers to differentiate and cater for diverse learners in their classrooms.

The role also directly oversees the implementation and curriculum delivery of the Victorian Pathways Certificate (VPC) for students requiring highly individualised support to achieve educational success. This position ensures the conditions for equity, inclusion, and personalised learning are at the forefront of the College's teaching practices.

Aligned to the Teaching & Learning portfolio, the AP - Inclusive Practices ensures that classroom-based inclusion practices are consistently embedded across all learning environments, complementing Tier 3 disability inclusion processes managed through the Disability Inclusion Profile and support structures.

Responsibilities

Key Responsibilities 1. Multi-Tiered System of Support (MTSS)

• Lead the development, implementation, and monitoring of MTSS across Tier 1, Tier 2, and Tier 3 strategies.
• Build teacher capacity in Tier 1 inclusive practices such as classroom differentiation, co-teaching models, environmental adjustments, and trauma-informed pedagogy.
• Coordinate Tier 2 interventions including small group targeted supports, academic catch-up programs, and behaviour support plans.
• Collaborate with the Disability Inclusion Coordinator and allied health professionals to ensure Tier 3 supports are aligned with the Disability Inclusion Profile (DIP) process.
• Monitor data on student progress and engagement to ensure timely and effective interventions.
• Work with leadership and domain teams to integrate MTSS structures into VTLM 2.0 and learning area planning.

2. Victorian Pathways Certificate (VPC)

• Oversee the curriculum planning and implementation of the VPC program, ensuring alignment with VCAA standards.
• Lead teaching staff and education support staff in designing personalised learning programs for students completing the VPC.
• Support the successful graduation of all students enrolled in the VPC, with particular focus on Tier 3 funded students.
• Coordinate the integration of VPC curriculum with broader student transition and post-school planning.
• Work closely with the Disability Inclusion Coordinator and VPC teachers to ensure adjustments and supports meet individual student needs.

3. Inclusive Instruction & VTLM 2.0

• Lead whole-school strategies to support inclusive instruction under the VTLM 2.0 instructional framework, particularly within the Supported Application and Feedback stages.
• Support staff to implement differentiated teaching strategies that promote high expectations and learning growth for all students.
• Collaborate with Domains to co-design inclusive curriculum and instructional resources that support accessibility.
• Facilitate the use of Universal Design for Learning (UDL), formative assessment practices, and feedback strategies to support diverse learners.
• Ensure all classrooms reflect inclusive environments, routines, and practices that enable success for students of all abilities and backgrounds.

4. Building Teacher Capacity

• Facilitate professional learning and instructional development for staff in inclusive education, MTSS, and differentiated teaching.
• Contribute to instructional goal setting, reflection, and planning through the College PDP process and collaboration with College Leadership.
• Support staff in understanding their legal and professional obligations in delivering inclusive education, including reasonable adjustments, curriculum access, and the use of student support plans.
• Provide coaching and mentoring aligned to the Teaching & Learning portfolio priorities.

5. Tier 3 Disability Inclusion

• Lead the school's implementation of the Disability Inclusion Profile (DIP) process, ensuring high-quality, collaborative meetings with families, staff, and allied health professionals.
• Oversee the effective allocation and use of Disability Inclusion Tier 3 funding to deliver targeted adjustments and supports for students with complex needs.
• Manage and support the work of the Disability Inclusion Coordinator and Learning Support Assistants to ensure Tier 3 students receive personalised programs that enable participation, engagement, and achievement across the curriculum.
• Monitor and review individual student progress against goals outlined in Personalised Learning and Support Plans (PLSPs), ensuring regular communication with families and external support agencies.

Program Oversight

The AP - Inclusive Practices has programmatic oversight of:

• Implementation and monitoring of MTSS across all tiers
• Inclusive curriculum delivery for students undertaking the Victorian Pathways Certificate
• Supported classroom practices aligned to VTLM 2.0
• Development and implementation of reasonable adjustments, support plans, and data monitoring for Tier 3 students
• Whole-school capacity building in inclusive instruction, trauma-informed practice, and differentiation

Team Leadership and Collaboration

The AP - Inclusive Practices leads a portfolio team which includes:

• Disability Inclusion Coordinator
• Education Support Staff (as relevant to VPC, DIP and classroom inclusion)
• Learning Support Assistants
• VPC Teacher(s)

This role collaborates with:

• AP3 - Teaching & Learning
• Learning Specialists (for alignment on VTLM 2.0 priorities)
• College Leadership
• This portfolio aligns with the AP3 - Teaching & Learning and contributes to the College's Teaching & Learning Team.

Other Duties

• Participate in College Leadership Team meetings and initiatives.
• Support college operations and college-wide decision making as required.
• Perform other duties aligned with the scope and classification of Assistant Principal Range 1 as assigned by the Principal.

General Responsibilities

• Build and maintain effective working relationships with all members of the College Leadership Team.
• Participate in the development and implementation of the school¿s Strategic Plan and Annual Implementation Plan.
• Support the development of a culture of high expectations for students and staff.
• Provide active leadership in the implementation of DET priorities and policies.
• Model and support the school's values and professional expectations.
• Promote continuous school improvement through reflection, innovation, and collaboration.
• Support and enact school-wide systems, routines, and practices that ensure consistency and collective efficacy.
• Represent the school positively in all interactions with staff, students, families, and the wider community.
• Maintain confidentiality and professionalism in all matters.
• Uphold Child Safe Standards and commitment to student safety and wellbeing.
• Participate in relevant professional learning and development aligned with role responsibilities and school goals.
• Provide leadership and supervision as required during school events, meetings, and other duties as timetabled.
• Maintain accurate records and documentation aligned to role functions.
• Attend and support scheduled information evenings, student conferences, awards nights, and other key college events.

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

• 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

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

Tarneit Senior College - `Integrity, Innovation & Focus'

Tarneit Senior College is located in a developing area of Wyndham, approximately 25 kilometres from the Melbourne CBD. We are located next to one of our main feeder schools - Tarneit P-9 College while also accepting enrolments from a number of other primary and P-9 schools including Baden Powell College, Truganina P-9 College and Doherty's Creek P-9. Significant enrolment also comes from new families moving into Tarneit with Wyndham being one of the top growth corridors in Australia. The school is situated near a number of areas of significant urban development which will see continued enrolments over the next years of families moving into the area. In 2026 we expect to have approximately 850 students enrolled, and the projected enrolments is for the school to stabilise around this number in the next few years.

As a Senior College catering for Years 10, 11 & 12 we are able to offer comprehensive curriculum, pathways, and transition programs to cater for the academic and vocational needs of students. The college offers a wide range of VCE and VET programs including Vocational Major and Victorian Pathways Certificate. There is emphasis on the social, emotional, cultural, and academic needs of our students in order to develop their full potential. Through a caring and safe `House' structure; individual students are encouraged to think, reflect, and develop into successful learners so that they can take their place in society as informed, responsible, and active members of the community of Tarneit and beyond.

Tarneit Senior College is defined by:

• A well-balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development.
• Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post-compulsory pathways for Years 10 to 12 students.
• The participation of staff in professional learning communities focussed on subject expertise and high-level understanding of students.
• Shared educational responsibility between parents, staff, and students.
• Effective channels of communication that promote trust, positive interactions, and strong links with the wider community.

Our teaching & learning focus includes an emphasis on developing engaging learners using a range of research-based teaching and learning pedagogies and a collaborative approach to developing our staff.

We have a continual focus on improving Yr12 ATAR results. This approach focusses upon improving teaching & learning delivery and the use of data to understand then improve our work.

The college prides itself on its multi-culturalism, inclusion and diversity. The College has students from diverse backgrounds and over 60 nationalities which are celebrated throughout its facilities and it's many co-curricular activities.

In 2026 the College staffing profile will consist of a College Principal, 6 Assistant Principals, 8 Leading Teachers, 4 Learning Specialists, Business Manager, 52 EFT Teaching Staff, and 33 EFT Education Support Staff.

School Tours

We are pleased to offer upcoming school tours on the following dates:

Tuesday 2nd September at 10:00am

Friday 5th September at 2:00pm

Monday 8th September at 10:00am

If you would like to register your attendance for any of these tours, please contact our Principal Team Assistant, Stephanie Renna, via email at

Applications close Monday 8 September 2025 at 11.59pm

Posted

27 August 2025

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