Teaching and Learning

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Assistant Principal - Range 1

Occupation: Principal and assistant principal

Location: Melbourne - Southern suburbs

Reference:

SC1. Educational Leadership

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

Highly developed skills on 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.

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 groups 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. Curriculum

Demonstrated ability to lead the design, implementation, and evaluation of a comprehensive curriculum that supports high-quality evidence-based teaching and learning.

Demonstrated ability to build Middle Leader capabilities to lead teaching and learning excellence through a structured mentoring and coaching approach.

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:

• 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;

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

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

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:

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.

Mount Martha Primary School has serviced the Mount Martha community since opening in 1982. Our vision is to strive to empower students to be active learners who make a positive impact in a changing world. The school's values of Knowledge, Respect, Integrity, and Collaboration are implemented daily to provide an excellent, high quality learning environment.

In 2025, 543 students were enrolled at this school. A small number of students had English as an additional language. The students organised in 24 classes from Prep to Year 6. Most students are enrolled from within the local neighbourhood area. The school's Student Family Occupation and Education Index was low indicating an overall high Socio-Economic profile. A small percentage of students came from a background where English is not the main language spoken at home. The destination schools for exiting Year 6 students were Dromana and Mornington Secondary Colleges and several local non-government schools.

Mount Martha Primary School had 64 staff- 2 Principal Class, 1 Acting Assistant Principal- Teaching and Learning, 40 teaching staff and 21 Education Support staff. This was a combination of fulltime and part time staff. There are seven specialist areas of Physical Education, Performing Arts, Visual Arts, Digital Technologies, Science, Social and Emotional Learning and Japanese. Three teachers worked in Learning Boost Programs. The school had 21 educational support staff working across office, classroom support, ICT support, grounds, and Out of School Hours Care. The school had 4 Learning Specialists - English, Mathematics, Social and Emotional Learning, and Digital Technologies. The staff profile is weighted toward the experienced range across both Teaching and Educational Support personnel, and they bring a variety of skills and attributes to the task of improving student outcomes.

The school enjoys excellent relationships with its own and the broader community. Mount Martha¿s strong reputation in the community continues to be built on the success of its students in the academic, sporting and performing arts areas and co curricula program. Our parents are encouraged to be involved in their child's education by assisting in the classroom, on camps, excursions, and sporting events and through School Events Committee and School Council activities.

In addition to DET funding, a focus for local community fundraising has been to continuously improve areas of the school for students. We have strived to provide play spaces and classrooms that are inviting and stimulating. Teaching is carried out in a mix of flexible teaching spaces and more traditional classroom configurations with the specialist program taught in dedicated spaces. Consistency of teaching practice, curriculum programs and assessment to monitor achievement and inform next steps in learning remained key approaches to meet individual student needs and improve learning. Our students continued to benefit from a learning environment which was calm and focused thereby allowing students to engage in their learning and to develop positive relationships.

Our school ensures the diverse needs of all students are catered for in the planning, implementation, and evaluation of all activities. Student wellbeing and engagement continued to be enhanced by strategies including the further implementation of the Respectful Relationships, Rights and Resilience Program, the Protective Behaviours programs and application of Digital Technologies. In 2024 we became a School Wide Positive Behaviour School. We have continued to focus work on school vision and values across the school.

Applications close Sunday 7 September 2025 at 11.59pm

Posted

25 August 2025