2026 Assistant Principal Range 2 Building Teacher Capacity

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

• 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 Demonstrated high level educational leadership with a proven capacity to lead, create and implement mentor and coaching programs to support the development of teachers new to Victorian Education.

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

Assistant Principal ¿Building Teacher will be responsible and accountable to the Assistant Principal Teaching & Learning and to the College Principal. This role will be part of a team of leaders responsible for the building of teacher capacity across both campuses.

It is expected that the person appointed to a leadership position will work as part of the College Executive Team on the emphases as required by the College Strategic Plan, Annual Implementation Plan and in accordance with all College policies.

Role:

The Assistant Principal ¿Building Teacher Capacity at Bemin Secondary College primary focus is to:

• Lead and co-create with Assistant Principals ¿ Teaching & Learning; English/Literacy and Maths/Numeracy; along with other key Leading teachers a comprehensive teaching and learning induction program.

• Lead and guide the work of the Learning Specialists, in collaboration with the Assistant Principal ¿ Teaching & Learning, to support curriculum leaders, PLC teams and individual teaching staff in implementing evidence-based quality instruction.

• Collaborate with curriculum leaders to ensure pedagogical approaches are aligned with VCAA study designs, Victorian curriculum frameworks, the College¿s instructional model and teaching and learning priorities.

• Lead the development of a professional learning program to support building the capacity in teachers in evidence-based quality instruction, curriculum planning, and implementation. This will involve coaching and mentoring.

• Co-lead with the Assistant Principal ¿ Teaching & Learning the development and facilitation of a coaching and mentoring program across the two campuses.

• Work in collaboration with the Principal Team and School Improvement Leadership teams to support early career teachers and teachers new to the College with the implementation of the College¿s Instructional model and the School Wide Positive Behaviours framework. This includes supporting VIT provisional teachers in the process to obtain full registration.

• Contribute to the leadership and development of effective data practices through the lens of improving classroom practice.

• Lead and manage the training partnerships with key stakeholders in teacher education e.g Universities.

• Contribute to the provision of high-level leadership and support for the achievement, wellbeing and engagement of all BSC staff and students.

• Foster a positive learning climate and culture of high expectations, challenge and engagement

• Support in the general management of daily and strategic operations including staff and student organisation, wellbeing and engagement.

• Be an active participant in the leading of learning and undertake a teaching commitment

• Contribute to the overall management of the school

Assistant Principal - Building Teacher Capacity reports directly to the Assistant Principal - Teaching & Learning and the College 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

• 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

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 Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

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

Bemin Secondary College

Two Campuses ¿ Countless Opportunities

Respect, Excellence, Innovation, Community

Bemin Secondary College requires multiple leaders, teachers and education support staff to join our team at Victoria¿s fastest-growing secondary school. The College will grow to over 1300 students in it¿s third year. The ideal applicant is innovative, flexible, and confident in their ability to contribute to the school community for the students to achieve their individual best learning and wellbeing outcomes. They will work as both a leader and community member in establishing a strong school culture requires strong critical, creative, and ethical thinking coupled with interpersonal skills that reflect an understanding of equity, inclusion and cultural sensitivities.

Situated across two campuses, Bemin Secondary College is Truganina¿s first secondary school, presenting a unique experience to be a part of creating a culture of educational excellence at the heart of the Truganina community. Separated by only 1.6km, our Junior (7-9) and Senior campuses are located:

• 35 minutes¿ drive from the Melbourne CBD
• 15 minutes¿ drive from Point Cook
• 15 minutes¿ drive from Caroline Springs
• 21 minutes¿ drive from Yarraville
• 26 minutes¿ drive from Essendon

The College will introduce Years 9 and 12 for the first time in 2026, completing our year levels (Years 7-12), with our student population continuing to grow in the coming years.

Vision

At Bemin Secondary College,all students will be empowered to achieve their individual best learning and wellbeing outcomes. The learning, growth and achievement of all young people will be underpinned by creativity, innovation and a commitment to respectfully work together to create a sustainable future for themselves and their families.

Mission

Bemin Secondary College¿s mission is to foster a learning community identified by high expectations, a commitment to evidenced based practices and a deep pride in the school values. The school promotes a strong sense of community by building strong home/school partnerships and welcoming all students from across the local neighbourhood. All students are supported to develop their identity by differentiated pathways while acknowledging that their individual cultures and personal identities are sources of strength.

School Expectations

At Bemin Secondary College, all teachers are expected to commit to collaborating in a multidisciplinary way while working in a professional learning community. All teachers have the opportunity to work across both campuses, based on qualification and experience.

All teachers are expected to develop and/or demonstrate a deep understanding of the School¿s pedagogy and the ability to co-create and action the delivery of a guaranteed and viable Victorian Curriculum and/or Victorian Certificate of Education (VCE) senior school program. Along with the expectation that all students will achieve their best individual outcomes, the School is committed to ongoing adult learning and skill improvement. It is an expectation and requirement that all teachers embrace the School Wide Positive Behaviour framework that focuses on the teaching and re-teaching of all students' behaviour expectations and routines. All staff work in partnership with parents and families to provide ongoing feedback about student learning growth and wellbeing.

Bemin Secondary College is committed to building the literacy and numeracy skills of all students across both campuses.

Teaching and Learning

Bemin Secondary College has established a strong Professional Learning Community (PLC) culture supported by an inquiry model of investigation. Collaborative planning is central to the delivery of an engaging curriculum. An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.

Positive Climate for Learning

The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The School strongly advocates and teaches young people the importance of learning and behaviour routines in order to achieve maximum success at school.

If you are ready for the next challenge in your career in education and excel in working creatively and collaboratively to enable student success and excellence, then please contact Principal Joanne Camozzato either via phone or email to discuss the role further.

School Tours

Further information about the school or this position are encouraged to visit the Bemin Secondary College website:

Applications close Sunday 7 September 2025 at 11.59pm

Posted

26 August 2025

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