Assistant Principal Range 2 - Facilities, Infrastructure & OHS

Department of Education Victoria; City of Melbourne; On-site; AUD 130,000 - 170,000; Full time

Job summary

Department of Education Victoria seeks an Assistant Principal (Facilities, Infrastructure and OHS) to lead the safe, well-maintained campus and oversee all infrastructure initiatives. You will manage strategic asset plans, coordinate capital works, ensure OHS compliance and provide strong leadership to facilities staff and contractors.

The role requires high-level policy interpretation, budget responsibility and strategic collaboration with the school leadership team to enhance student safety,

Qualifications

• Provisional or full registration with the Victorian Institute of Teaching (VIT).
• Experience in school leadership or management roles.
• Ability to interpret and implement Department policies within school operations.

Responsibilities

• Supervise and coordinate the work of senior staff and coordinators.
• Allocate budgets and resources within the area of responsibility.
• Oversee delivery of teaching programs and staff development.
• Lead initiatives to improve knowledge and staff capability.
• Manage general discipline and contribute to school-wide operations.
• Direct management of facilities, budgets and contracted services.

Skills

Educational Leadership

Financial Management

Policy & Planning

Staff Leadership

Interpersonal Skills

OHS & Infrastructure

Job description

Assistant Principal Range 2 - Facilities, Infrastructure & OHS

Department of Education Victoria – Dallas VIC

17h ago , from Department of Education & Training Victoria

Dallas Brooks Community Primary School is a diverse and inclusive school committed to supporting the academic, social and emotional growth of every student. We provide a safe, supportive and engaging learning environment that promotes high expectations and prepares students for a successful future.

LOCATION

Dallas Brooks Community Primary School is located in Dallas, within the City of Hume in Melbourne’s northern suburbs, and plays an important role as an educational and community hub for local children and families.

SCHOOL PROFILE

In 2026, Dallas Brooks Community Primary School has 367 students, representing a culturally, linguistically and socio-economically diverse community.

Of our students, 225 are English as an Additional Language (EAL) learners (61.3%), 8 are Aboriginal and Torres Strait Islander students (2.2%), and 2 are international students. Arabic, Turkish and Somali-speaking families form significant parts of our culturally diverse school community.

The school has 226 students included in the Nationally Consistent Collection of Data on School Students with Disability (NCCD), representing 61.6% of enrolments. Our Student Family Occupation and Education (SFOE) Index is 0.6559.

These characteristics reinforce our strong commitment to equity, inclusion, differentiated teaching and targeted support to ensure every student can participate, progress and achieve.

The school also supports strong transitions into primary school through onsite three- and four-year-old Kindergarten programs and opportunities for younger children and families to connect with the school community.

Dallas Brooks Community Primary School continues to maintain high expectations for every student, recognising that quality teaching, wellbeing, inclusion, positive behaviour and strong family partnerships are fundamental to student success.

WORKFORCE

In 2026, our workforce comprises 1 Principal, 2 Assistant Principals, 3 Leading Teachers, 2 Learning Specialists, 20 teachers and 27 Education Support staff.

Our multidisciplinary wellbeing and allied health team includes 1 Educational Psychologist, 2 Speech Therapists, 2 Occupational Therapists, 1 Social Worker and 1 Imam.

Together, our staff work collaboratively to provide high-quality teaching, targeted intervention, allied health and wellbeing support, and inclusive learning opportunities that respond to the diverse needs of our students and families.

VISION AND VALUES

Our school community is built on strong partnerships between students, staff and families and is guided by our values of Respect, Trust, Perseverance and Pride.

We recognise the strong connection between wellbeing, engagement and achievement. Our whole-school approach incorporates School-Wide Positive Behaviour Support (SWPBS), Respectful Relationships and the Berry Street Education Model (BSEM) to promote positive behaviour, self-regulation, inclusion, wellbeing and a strong sense of belonging.

TEACHING AND LEARNING

Teaching, learning and assessment are aligned with the Victorian Curriculum F10 Version 2.0, with a strong focus on literacy and numeracy.

Our instructional approach is guided by the Victorian Teaching and Learning Model 2.0 (VTLM 2.0), supporting consistent, explicit and evidence-based teaching practices across the school. Teaching is differentiated to meet students at their point of need, with targeted intervention and extension supporting individual growth and achievement.

Students participate in specialist programs including Physical Education, The Arts, Science, Arabic and STEM.

COMMUNITY PARTNERSHIPS

Strong partnerships with families, community organisations and agencies enhance student learning, wellbeing and engagement. Our partnership with The Smith Family provides additional educational support for eligible students and families.

Our Community Hub provides a welcoming and accessible space for families to connect with services, programs and learning opportunities. It plays an important role in strengthening connections between families, the school and the wider City of Hume community.

Selection Criteria

• KSC 1: Educational Leadership Outstanding capacity for visionary and exemplary educational leadership. Highly developed skills in leading and managing change, specifically focusing on how safe, well-maintained facilities and streamlined operational environments optimize student learning outcomes.
• KSC 2: Financial, Managerial, and Administrative Ability Outstanding financial, organizational, and resource management skills, with a proven track record of managing significant school operational functions, multi-tier maintenance budgets, and third-party contracts.
• KSC 3: Planning, Policy, and Program Development Demonstrated ability to interpret, implement, and monitor Department of Education policies to a high level, ensuring robust campus risk mitigation, emergency response structures, and strict adherence to strict compliance mandates.
• KSC 4: Leadership of Staff and Students Highly developed capacity to motivate, build capacity, and manage the performance of diverse teams, including facilities managers, maintenance personnel, education support (ES) staff, and contracting crews.
• KSC 5: Interpersonal and Communication Skills Highly developed interpersonal and communication skills across individual, group, and community contexts. Proven capacity to consult with stakeholders, negotiate vendor agreements, and manage community expectations regarding site usage.
• KSC 6: Specialized Portfolio Focus (OHS & Infrastructure) Comprehensive knowledge of and demonstrated expertise in implementing Victorian OHS management frameworks, alongside proven expertise managing complex physical asset portfolios, school infrastructure projects, and campus hazard management

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.

The Assistant Principal (Facilities, Infrastructure and OHS) is to manage the school's physical assets, ensure compliance with state OHS standards, and oversee infrastructure enhancements.

The responsibilities are classified into five functional domains:

• Strategic Asset Management: Direct the overall operations, life-cycle maintenance, and long-term upgrades of all school buildings, grounds, and physical infrastructure.
• Capital Works & Contractor Oversight: Act as the principal school liaison for the Victorian School Building Authority (VSBA), regional project managers, and commercial building contractors. Proactively identify site defects and supervise technical remediation.
• OHS Framework Compliance: Convene and chaperone the school's OHS Committee. Maintain the institutional OHS Risk Register, document campus safety logs within eduSafe Plus, and resolve any identified physical hazard developments.
• Emergency Management System: Design, maintain, and systematically audit the school’s comprehensive Emergency Management Plan (EMP), coordinating mandatory site evacuation and lockdown drills.
• Team Leadership: Directly supervise, schedule, and evaluate the performance of school facilities managers, regular maintenance crews, and outsourced service tradespeople

Responsibilities

• 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 (see Workplace 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

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 at Recruitment in Schools.