Assistant Principal School Improvement - Inclusion and Intervention

State Government of Victoria, Australia; Morwell; On-site; AUD 110,000 - 170,000; Full time

Job summary

Kurnai College in Gippsland seeks an experienced Principal and assistant principal to lead educational programs across five campuses, including Morwell and Churchill. You will drive school improvement, inclusive education, and strong community engagement while upholding department policies.

Reporting to the Principal, you will manage significant budgets, lead staff development and collaboration, and translate state frameworks into effective teaching and learning for all students.

Qualifications

• Educational leadership and capacity to lead school-wide change.
• Strong financial, organisational and resource management ability.
• Experience implementing policy and program development.
• Ability to lead staff and students with inclusive practices.
• Excellent interpersonal and communication skills with families and community.
• Knowledge of inclusive education frameworks and supports.

Responsibilities

• Develop, implement and evaluate the Annual Improvement Plan including inclusion initiatives.
• Lead school-wide interventions and supports for students needing additional help or extension.
• Oversee program budget and staffing within designated responsibilities.
• Collaborate with Campus Principals to align inclusion and intervention practices.
• Utilise student data to monitor progress and evaluate impact of interventions.
• Foster a learning environment that supports diverse learners.

Skills

Educational Leadership

Change Management

Financial & Admin

Policy & Planning

Staff Leadership

Interpersonal & Communication

Education

Victorian Institute of Teaching registration

Job description

Occupation: Principal and assistant principal

Location: Gippsland - Latrobe

Reference: 1544540

Location Profile

Kurnai College is a multi-campus college in the Morwell and Churchill area of the Latrobe Valley, about 150 kilometres south-east of Melbourne.
The College has three mainstream campuses, with two Years 7-10 campuses located at Morwell and Churchill, and a senior campus for Years 11-12 co-located at Federation University in Churchill. The College also administers two satellite campuses to cater for students at risk the Latrobe Valley Flexible Learning Option (LVFLO) Campus and the Kurnai Young Parents Program (KYPP) Campus.

Kurnai College has approximately 1450 students attending across its five campuses and employs 214 equivalent full-time (EFT) staff.

The Kurnai College Statement of Purpose reads:

To build a Learning Community with a global perspective which promotes respect and achievement.

The College has moved to a collaborative approach to drive curriculum and pedagogical development. The College has a team of instructional coaches to help build teacher capacity and provides instructional leadership development opportunities for teaching staff over the period of the current plan.

The College has developed a strong ICT network and continues to build its e-learning capacity at every opportunity.

We welcome all students to our College and are particularly proud of our efforts to be an inclusive learning community. The College has been recognised for its work in forging links with the Indigenous community and continues to welcome students from all backgrounds, working with all to achieve success. In recent years the College has changed its logo to better reflect our Koorie connection and respect for the Gunai Kurnai people.

The College works hard to connect with our local community to increase the number of Kurnai students in further education and training.

The College looks to the future with a sense of optimism and a positive frame of mind. With a stronger focus on our Kurnai identity and on belonging to one College across five campuses, combined with an understanding of and commitment to our purpose, we move confidently forward striving to provide the best possible learning opportunities for all members of our learning community.

Selection Criteria

(a) Educational Leadership

i.Outstanding capacity for visionary and exemplary educational leadership of a school or college.

ii.Highly developed skills in leading and managing change including the leadership of others in the process of change.

(b) Financial, managerial and administrative ability

i.Outstanding financial, organisational and resource management skills.

(c) Planning, policy and program development and review

i.Exemplary values appropriate to the development of students learning with demonstrated capacity to achieve high quality student outcomes.

ii.Demonstrated ability to implement department policies to a high level.

iii.An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

(d) Leadership of staff and students

i.A highly development capacity to motivate staff, develop their talents and build an effective team.

ii.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.

(e) Interpersonal and communication skills

i.Highly developed interpersonal and communication skills in individual, small group and community contexts.

ii.Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

iii.An ability to work with parents and the community to develop a strong learning environment.

(f) Local criteria

i. Demonstrated leadership and expertise in inclusive education and associated frameworks that provide support for students with disabilities and additional learning needs.

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

School improvement strategy and implementation

• Contributing to the development, implementation and evaluation of the Annual Improvement Plan (AIP), supporting the School Improvement Principals in areas relating to inclusion, intervention and student support.
• Leading the development and implementation of a coherent College approach to interventions and supports for students requiring additional assistance or extension.
• Overseeing the implementation and evaluation of targeted intervention and extension programs to support students with identified learning, social and engagement needs and high-performing students.
• Working collaboratively with School Improvement Principals, Campus Principals and relevant leaders to ensure intervention and inclusion practices are aligned with College improvement priorities.
• Using student data to identify areas of need, monitor progress and evaluate the impact of interventions and supports.

Disability Inclusion

• Leading the implementation and embedding of the Disability Inclusion (DI) framework across the College.
• Ensuring appropriate processes, adjustments, resources and supports are in place for students with disability and additional needs.
• Supporting the DI team and relevant staff to build capability in supporting students with disability and additional needs.
• Assisting the College Principal with workforce planning, budgeting and recruitment relating to Disability Inclusion.

Student wellbeing and support

• Working with School Improvement Principals and Campus Assistant Principals to support the learning, engagement and wellbeing outcomes of students requiring additional support.
• Developing relationships and liaising with appropriate providers to support student needs.

Teaching and learning

• Contributing to the development and implementation of teaching and learning practices that support inclusion, differentiation and targeted intervention.
• Providing expertise and support to staff in relation to inclusive practice, adjustments, intervention and extension.
• Actively leading and participating in professional learning to build staff capability in supporting diverse learners.
• Encouraging the sharing of effective teaching practice with a focus on inclusion and intervention.
• To be agreed with College Principal: Managing a teaching load.

Staff, campus and college leadership

• Supervising and supporting the work of direct reports.
• Developing the leadership capabilities of staff within the Inclusion and Interventions portfolio.
• Working collaboratively with College and Campus leadership to ensure consistent approaches to inclusion, intervention and student support across the College.
• Maintaining appropriate records and preparing reports as required by the College Principal.

Engagement

• Building relationships with key external stakeholders and Department of Education networks relevant to inclusion and student support.
• Participating in School Council as required.
• Participating in relevant College committees and networks.

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.
• 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 Tuesday 6 October 2026 at 11.59pm