Assistant Principal Range 1

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Assistant Principal - Range 1

Occupation: Principal and assistant principal

Location: Melbourne - Eastern suburbs

Reference:

Selection Criteria

SC 1:Educational Leadership

• Outstanding capacity for visionary and exemplary educational leadership of a school or college.
• 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.

SC 3: 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.
• An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
• Demonstrated ability to implement Department policies to a high level.

SC 4: 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.

SC 5: 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.

SC 6: Teaching and Learning

• Outstanding knowledge of exemplary pedagogical practices that foster high-level student learning, attitudes and attributes.
• Demonstrated ability to lead teams to implement high quality professional learning.

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.

Included in this role is the development and ongoing refinement of policies, processes and practices related to attendance across the college. Leading the regular review of attendance data, and implementing responsive plans focused on following up and explaining absences, as well as improving student attendance at an individual, cohort and whole school level.

Also leading a holistic process for the transition of students, with a particular focus on Grade 6 to 7 transition. To plan and implement high-quality processes and practices to support Preparation, Transfer, Induction, and Consolidation phases of transition as per DE guidelines.

Responsibilities

Junior Sub School Leader:

• Undertake the role of Junior Sub School Leader as per role description
• Act as case lead for allocated students with escalating Tier II, or established Tier III needs

Whole School Transitions:

• Lead and regularly review the whole school enrolment process for new students, including effective transition when commencing as a new student throughout the year
• Lead and oversee enrolment and transition processes for students from language school
• Lead the annual Grade 6 to 7 transition process, including oversight of the DE Placement Policy
• Lead the LSC Transition Team
• Lead the organisation and implementation of Year 7 Student-Led Conferences for Term 1 and 4
• Lead the implementation of Grade 4/5 experiences, and Year 7 return visits to primary schools
• Lead/oversee the parent/carer learning program e.g. Compass training sessions
• Lead and co-ordinate parent/carer information evening related to transition e.g. Showcase Evening, Year 7 Information Welcome BBQ, Year 7 Parent/Carer Information Evening
• Act as school representative in feeder school cluster meetings

Attendance Improvement:

• Lead attendance monitoring practices and processes for the college
• Lead attendance improvement practices and processes for the college
• Collaborate with Assistant Principals and Leading Teachers to implement processes related to attendance follow up and improvement consistently across all Sub Schools
• Meet with Sub School Assistants to build capacity to support attendance processes
• Lead the LSC Attendance Improvement Team

Other:

• Lead whole school annual ICT processes for student onboarding and training
• Lead the organisation and operation of Learning Conferences twice per year
• Teach one class to model practice excellence
• Other duties as directed by the Principal

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

Please ensure that your application includes:

• a resume including relevant experience as well as personal details (name, address and contact numbers, business, and home)
• a section addressing the selection criteria and the requirements for application under the
• names and contact numbers (telephone and email if possible) of two referees.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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

COLLEGE PROFILE, VISION AND VALUES

Lyndhurst Secondary College is situated just north of Cranbourne in the south-western corner of the City of Casey - one of the fastest growing municipalities in Australia. Our college has an enrolment of 840 students and is projected to rise further. Over recent years, the cultural mix of the College has evolved, with students coming from over 50 backgrounds and nationalities.

Our College Vision, ¿Empowering students for learning and life¿, is lived on a daily basis through both our classroom practices and co-curricular opportunities. Our College Values are excellence, commitment, integrity, and respect, with an overarching belief in high expectations for all. These are recognised with students through an active SWPBS framework known as Lyndhurst Legacy whereby staff can recognise students for their demonstration of College Values to accumulate points, which contribute to regular awards given at year level and whole school assemblies.

WHAT DO OUR STUDENTS AND STAFF SAY ABOUT LYNDHURST SECONDARY COLLEGE?

In the 2024 Student Attitudes to School Survey, our students reported positive results that were above both similar schools AND state results in EVERY single measure. This includes important areas such as effective classroom behaviour, stimulated learning, having an advocate at school, a sense of connectedness and high expectations for success.

In the 2024 School Staff Survey, our staff reported positive results that were at or above both similar schools AND state results in 27 of a total 31 measures. This includes important factors such as having a collective focus on student learning, instructional leadership and staff safety and wellbeing.

COLLEGE-WIDE APPROACH TO KNOWING OUR STUDENTS

The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment for all students. We have school-wide, consistent approaches to classroom routines and classroom/behaviour management to ensure that our students can be ready to learn and can achieve success, as well as ensure staff are supported to make every minute of learning time effective.

In 2024, we commenced the work of implementing the Berry Street Education Model framework, with all staff undertaking 4 days of professional learning. We also have a daily 10-minute home group and weekly Mentor period where teachers work with the same teacher who deeply knows their group of young people and works with them to build their learning to learn skills, improve their wellbeing and connection and investigate future careers and pathways.

CURRICULUM OFFERINGS

Our curriculum offers a range of flexible learning options and support programs. This includes a focus on providing high-quality vocational programs for students right from Year 7, including Hands On Learning, access to on-site and external VET courses and a strong VCE Vocational Major curriculum. The college is also home to its own state of the art Auto Trade Skills Centre which delivers Certificate II in Automotive Vocational Preparation to over 80 students each year. Students also have the opportunity to engage with a wide range of subjects, with Arts and Technologies taster classes in Years 7 and 8 through to flexibility in their elective options in Years 9 and 10.

STUDENT VOICE AND AGENCY

As a college, we understand the importance of student voice and agency in relation to school connectedness. As result, there are extensive leadership opportunities available to students across a range of areas within the College community.¿¿We also support our young people with an extensive and highly skilled Wellbeing Team, as well as connecting with a variety of community-based groups.

CURRENT STRATEGIC FOCUS

Presently the major focus for staff is to develop classroom curriculum and pedagogy through a range of evidence-based teaching and learning strategies, to further improve outcomes for students.¿¿The objective is to teach each student¿s point of need, regardless of where they on the learning continuum.

This, alongside the development of whole-school frameworks and implementation of the Berry Street Education Model are key components of our Annual Implementation Plan.

Applications close Thursday 28 August 2025 at 11.59pm

Posted

15 August 2025

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