Term 4 start

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Assistant Principal - Range 2

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:

• Demonstrated understanding of 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 and initiatives to a high level, including the VLTM 2.0, Inclusion Reform and Positive Classroom Management Strategies.

SC4 Leadership of staff and students:

• A highly developed capacity to motivate staff, develop their talents and build an effective and cohesive team.
• A clear capacity to foster and maintain a learning environment that takes account of the individual needs of students, including high level expertise in the areas of evidence-informed practice, coaching and instructional improvement.

SC5 Interpersonal and communication skills:

• Highly developed interpersonal and communication skills in individual, small group and community contexts, and the ability to build strong community partnerships
• Exemplary values pertaining to personal qualities of impartiality, sensitivity and integrity.

SC6 Community:

• Demonstrated expertise as a Kindergarten Nominated Supervisor, with a comprehensive understanding of early years frameworks, compliance, and child safety regulations, ensuring strong alignment between early childhood education and whole-school priorities.

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:

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

School vision

At Springside, we are committed to delivering excellence through evidence-informed practices. Our community works in harmony to develop confident thinkers who think, act, and adapt positively to an ever-changing world.

Learning Today, Leading Tomorrow.

School values

At Springside, our values of Respect, Optimism, Responsibility, and Excellence guide everything we do. These values:

• Provide a foundation for evidence-informed decision-making and action.
• Shape the way we work together, in harmony, by fostering shared high expectations and norms.
• Keep our school community focused on what truly matters, ensuring a supportive and high-achieving learning environment with the student at the centre of all decision making.

Context challenges

Student Learning Outcomes

Numeracy: Improvement was evident, with most students performing at or above expected levels.

Literacy: Progress was less consistent, though most students remained at expected levels. Targeted intervention through the Tutor Learning Initiative (TLI) supported students requiring additional assistance.

High-ability students: The review highlighted a need for more responsive and adaptive teaching to extend students achieving above expected levels.

Students with disabilities: The Disability Inclusion process was introduced in 2024, with growing role clarity and structured support mechanisms in place.

Student Engagement & Wellbeing

Engagement: Some Attitudes to School Survey (AToSS) indicators declined over the review period, despite the introduction of classroom engagement norms and student agency strategies.

Connectedness: While the school established a tiered wellbeing support framework and a positive behaviour strategy, student connectedness remained a challenge. Attendance data showed an increase in students with more than 20 days of absence, prompting a need for strengthened attendance strategies and family engagement.

Koorie & Refugee students: The review noted the importance of continuing to embed culturally responsive practices and targeted support to ensure equitable outcomes for all students.

School Practices & Teaching Approaches

The school implemented a whole-school instructional model, incorporating evidence-based teaching strategies through professional learning. However, the consistent use of student data to inform differentiation and individual support remains a key area for development.

Professional Learning Communities (PLCs) were established, but further refinement is needed to ensure data-driven decision-making extends student learning.

Intent, rationale and focus

Strategic Direction & Priorities

Intent: What is the school striving to achieve?

Springside Primary School is committed to embedding an evidence-informed instructional model across the curriculum, ensuring high-quality teaching and learning practices. We aim to enhance teacher expertise in English and Mathematics, strengthen the use of student learning data for planning and differentiation (responsive and adaptive teaching), and deepen student cognitive engagement to maximise learning outcomes for all students.

Rationale: Why is this important?

A strong, consistent instructional approach ensures that every student receives high-quality teaching tailored to their needs. Strengthening teacher knowledge and data-informed practices will lead to improved student outcomes. Additionally, deepening student cognitive engagement fosters independent, motivated learners who can apply their skills in an ever-changing world.

Wellbeing is foundational to learning success. While the school has implemented a positive behaviour framework and wellbeing practices, there is an opportunity to further embed consistent social and emotional learning approaches. The transition to Disability Inclusion in 2024 presented an important opportunity to enhance inclusive practices, ensuring all students have the necessary support to thrive.

Building strong partnerships with families is key to student success. Raising awareness of teaching and wellbeing strategies within the wider community and refining attendance strategies will strengthen school-home connections and improve student engagement.

Focus: What are the school¿s priorities over the next four years?

• Teaching & Learning Excellence: Fully embed the instructional model, deepen teacher understanding of curriculum, and enhance the use of student data to drive differentiation (responsive and adaptive teaching) and impact.
• Professional Learning Communities (PLCs): Strengthen the use of evidence to measure and extend student learning outcomes. Increase collaboration, content and pedagogical knowledge of staff across the school.
• Student Engagement & Wellbeing: Further embed the positive behaviour framework and social-emotional learning approaches to support student wellbeing.
• Disability Inclusion & Inclusive Practices: Provide ongoing professional learning to support inclusive teaching and ensure appropriate adjustments for students.
• Family & Community Partnerships: Increase awareness of school strategies within the community and refine attendance processes to strengthen student engagement.

This strategic direction ensures Springside Primary continues to foster Respect, Responsibility, Optimism, and Excellence, creating a thriving learning environment for all students.

History

Springside Primary School is located in Caroline Springs in the western suburbs of Melbourne, approximately 34 kilometres from the Melbourne Central Business District. The school was originally founded in 2009 as a campus of Caroline Springs College before establishing itself as Springside P-9 College in 2012. Springside College was a Kindergarten to Year 9 educational setting that was constructed in two stages. Stage 1 opened in 2009, catering for students from Kindergarten to Year 4 with a total of 154 enrolments. Stage 2 followed in 2010, catering for students from Kindergarten to Year 9 with a total of 570 enrolments. In 2017 a further transition occurred with the opening of a local secondary college. In 2020, the school opened as the newly named Springside Primary School. Current enrolments are approximately 968 students and steadily increasing.

Facilities

School facilities include the Springside Kindergarten complex, over 40 air-conditioned classrooms, full-size gymnasium and performing arts learning area, library, canteen, food and materials technology spaces, two science rooms, art room and the administration area. Outside, students have open synthetic grass spaces, two playground areas, two basketball courts and many passive playing areas. Information Technology is available throughout the school, with all children having access to mobile computing via wireless internet. There are TVs installed in all learning areas and in Years Prep - 6 there is a range of ICT devices and resources allocated to each year level. In 2025, students in grades 3-6 will be participating in a `Bring Your Own Device (iPad) program. Environmentally sustainable, the school's design features cathedral ceilings and louvre windows that provide natural ventilation throughout the campus. The school also has an impressive Stephanie Alexander Kitchen-Garden program, and primary students access the Science lab weekly.

Applications close Wednesday 24 September 2025 at 11.59pm

Posted

11 September 2025

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