Assistant Principal- Facilities Range 1

Department of Education Victoria; Melbourne; On-site; AUD 85,000 - 105,000; Full time

Job summary

Department of Education Victoria invites applications for a Leading Teacher/Assistant Principal role at Mill Park Primary School, Melbourne. You will lead high‑quality teaching, support curriculum development and foster a culture of continuous improvement.

Responsibilities include managing facilities, safety, budgets and staff, while engaging the community and partners to enhance student outcomes. Experience in coaching and change leadership is essential.

Qualifications

• Demonstrated capacity to lead and support high‑quality teaching and learning.
• Ability to coach, mentor and foster professional growth of staff.
• Experience leading strategic improvement initiatives and managing complex projects.

Responsibilities

• Lead and support safe, well‑resourced and future‑focused learning environments.
• Oversee school operations, facilities, maintenance and asset management.
• Engage with students, families and external agencies to build partnerships.
• Manage budgeting, resources and staff within the school's strategic plan.

Skills

Leadership

Coaching

Strategic planning

Stakeholder engagement

Education

Teaching qualification

Job description

Department of Education Victoria – Mill Park VIC

Mill Park Primary School opened in August 1980 and is located in the northern suburbs of Melbourne. The school's enrolment of 510 is drawn from a wide geographical area. It is a culturally diverse community with no dominant ethnic group.

At Mill Park Primary School, our commitment to providing high-quality education is grounded in evidence-based teaching practices that ensure all students achieve success. We prioritise explicit instruction, structured learning, and ongoing assessment to build strong foundational knowledge. Our focus is on effective communication, teamwork, continuous improvement, and fostering a strong connection between students, their school, and the wider community. We aim to equip our students with the skills and knowledge they need to thrive in an ever-changing world.

Our school values of Respect, Integrity, Compassion, and Excellence underpin our weekly well‑being program, which incorporates Respectful Relationships and School Wide Positive Behaviour Support (SWPBS). We also organise whole‑school events annually to strengthen partnerships between home and school.

The integration of digital technology across our curriculum enhances learning by supporting explicit teaching and providing opportunities for students to apply their knowledge in meaningful ways. Our teachers engage in ongoing professional development to refine their instructional practices, ensuring a rigorous and structured approach to teaching that promotes high engagement and academic challenge.

At the beginning of each school year, we establish a strong foundation for learning through a structured ¿start‑up¿ unit that reinforces school routines, expectations, and key learning behaviours. Our goal is to set students up for success by ensuring they develop confidence through guided practice, scaffolding, and high‑quality instruction.

We maintain strong connections with local preschools and run a structured transition program for kindergarten children over four weeks in Term 4. Our Prep and Year 6 Buddy Program plays an important role in supporting new students as they settle into our school community.

Our Vision is Inspire lifelong learning

Our Mission is Working together to empower allthrough quality education.

OUR SCHOOL VALUES ARE:-

Respect -Be considerate and courteous to others

Integrity -Be honest, truthful and keep your word

Compassion -Be kind and show empathy towards others

Excellence -Do your best at all times and in all situations

Selection Criteria

Leading Teacher and Learning

Demonstrated capacity to lead and support high‑quality teaching and learning by creating safe, well‑resourced and future‑focused learning environments. Ability to use evidence‑informed decision making to improve student outcomes while ensuring facilities and resources support the school's strategic priorities.

2. Developing Self and Others

Demonstrated ability to build the leadership capacity of others through coaching, mentoring and collaborative practice. Proven ability to foster a positive culture of trust, accountability and continuous improvement while supporting the wellbeing and professional growth of staff.

3. Leading Improvement, Innovation and Change

Demonstrated experience leading strategic improvement initiatives, managing complex projects and implementing change that enhances organisational effectiveness. Ability to plan prioritise and deliver improvement agenda while effectively managing competing priorities.

4. Leading and Management of the School

Demonstrated expertise in the strategic management of school operations, with particular responsibility for facilities, infrastructure, maintenance, capital works and asset management. Proven ability to oversee Occupational Health and Safety, risk management, emergency management, contractor compliance, security, budgets and resource allocation to ensure safe efficient and sustainable learning environments.

5. Engaging and Working with the Community

Demonstrated ability to develop productive partnerships with students, staff, families, School Council, contractors, the Department of Education and external agencies. Ability to communicate effectively and build confidence through transparent, collaborative and solution‑focussed leadership.

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

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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.

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.