Assistant Principal-Range 3

Victorian Government; Melbourne; On-site; AUD 120,000 - 160,000; Full time

Job summary

Broadmeadows Special Developmental School in Melbourne’s northern suburbs seeks an experienced Educational Leader to serve as Principal or Assistant Principal. You will lead school programs, manage budgets and staff, and drive a knowledge-rich curriculum across two campuses.

You will foster a positive, inclusive culture, oversee MTSS and VTLM-based initiatives, and collaborate with families to support student wellbeing and outcomes.

Qualifications

• Outstanding capacity for visionary leadership of a school or college.
• Strong change leadership including leading others through change.
• Exceptional financial, organisational and resource management.
• Demonstrated planning, policy and programme development.
• Proven ability to lead staff and students effectively.
• Excellent interpersonal and communication skills with the community.

Responsibilities

• Provide educational leadership and manage significant school areas within the strategic plan.
• Oversee budgets, staffing and program delivery for designated areas.
• Lead the development and implementation of high-quality teaching programs.
• Support staff wellbeing and professional learning across the school.
• Collaborate with parents and the community to enhance student outcomes.

Skills

Educational leadership

Financial, managerial ability

Planning, policy and program

Leadership of staff and students

Interpersonal and communication

Community engagement

Education

VIT registration

Postgraduate initial teacher education accreditation

LANTITE literacy and numeracy

Job description

Occupation: Principal and assistant principal

Location: Melbourne - Northern suburbs

Reference: 1548860

Location Profile

Broadmeadows Special Developmental School is located in the vibrant community of Broadmeadows in the northern suburbs of Melbourne. The school is easily accessible by car and public transport, with buses and trains stopping at Broadmeadows Station, just a four-minute walk from the school.

The school is a modern purpose-built facility and provides an attractive and safe environment. Learning areas include well-equipped classrooms, dedicated specialist spaces and outdoor learning zones. The school has 2 sites, the main campus in Dimboola Rd and a Sorrento Street campus with students attending from a wide geographical and diverse socio-economic background. Students attend school daily from 9:00am to 3:00pm.

Our school philosophy is reflected in its programs and based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Broadmeadows SDS has a School Wide Positive Learning Program and has developed a school culture that is reflected by the ideals of positive behaviour support. Assessment is based on Individual Learning Plan goals.

An emphasis is placed on students attaining skills and knowledge that they will use as young adults when graduating at 18 years of age.

Working at Broadmeadows SDS:

Class sizes range from five to eight students, with each class supported by a teacher and an Education Support Officer (ESO). Some classes are larger and have team teachers, where two teachers co-teach in the classroom. Teachers are provided with planning each week to collaborate with their section teams on developing high-quality unit planners and weekly programs.

Staff are supported by a dedicated multi-disciplinary team, including speech therapists, occupational therapists, and physiotherapists, who work alongside educators to meet each students individual needs. Speech Pathologists and Occupational Therapists work within classrooms to collaborate on programs.
The school is staffed with classroom teachers, specialist teachers, literacy specialists, teacher assistants, occupational therapists, speech therapists and physiotherapists. The school accesses additional support through the Visiting Teacher Services for Hearing and Vision Impairment and a school psychologist. Current staffing includes over 180 staff including a team of 40 plus therapists.

A Commitment to Excellence

Broadmeadows Special Developmental School delivers aknowledge-rich curriculumthroughexplicit, evidence-based instruction. We dedicate significant time to building strong foundations in literacy and numeracy, particularly through theBig 6 of Reading, oral language, phonemic awareness, phonics, vocabulary, fluency and comprehension.
We have aMulti-Tiered Systems of Support (MTSS), embedding a targeted approach to both learning and wellbeing.

Ongoing professional learning is offered throughout the year to ensure all staff remain up to date with best practices and Department of Education initiatives, such as the Victorian Teaching and Learning Model (VTLM) 2.0, Professional Learning Communities, etc.

At Broadmeadows SDS, we place a strong emphasis on the wellbeing of our staff, students, and families, taking a holistic, school-wide approach to care and support.

Successful applicants may be required to work at either the Dimboola Campus or the Sorrento Campus which are within a short walk of each other.

Selection Criteria

KSC 1 EDUCATIONAL LEADERSHIP

• Outstanding capacity for visionary and exemplary educational leadership of a school or college.
• Highly developed skills in leading and managing change including the leadership of others in the process of change.

KSC 2 FINANCIAL, MANAGERIAL AND ADMINISTRATIVE ABILITY

• Outstanding financial, organisational and resource management skills.

KSC 3 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.

KSC 4 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.

KSC 5 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.

KSC 6: COMMUNITY CRITERIA

• Demonstrate the visionary leadership capacity to support well-being, learning and engagement at Broadmeadows Special Developmental School and to build effective relationships with all members of the community.

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.

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 [e-mail]

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:

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:

• 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).

Applications close Thursday 29 October 2026 at 11.59pm