Assistant Principal - starting Term 1 2027!

Government schools; City of Melbourne; On-site; AUD 110,000 - 140,000; Full time

Job summary

Garrang Wilam Primary School is seeking an Assistant Principal to provide strategic leadership and oversee educational programs in Term 1 2027. The role focuses on improving teaching quality, student wellbeing, and school culture under the Principals guidance.

You will lead curriculum initiatives, manage budgets, mentor staff, and engage with families and the wider community to support diverse learners. Applicants should demonstrate strong policy knowledge and commitment to inclusion.

Qualifications

• Outstanding leadership capability for visionary and exemplary educational leadership of a school or college.
• Highly developed skills in leading and managing change including leadership of others.
• Outstanding financial, organisational and resource management skills.
• Exemplary values appropriate to student learning and outcomes.
• Ability to implement Department policies to a high level.
• Understanding and use of learning technologies to improve teaching and learning.

Responsibilities

• Supervision and coordination 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 staff knowledge and experience.
• Responsibility for general discipline matters beyond classroom teachers and year level coordinators.

Skills

Educational Leadership

Change Leadership

Financial Management

Budgeting

Policy & Planning

Staff Development

Communication Skills

Job description

Assistant Principal - starting Term 1 2027!

(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.

KSC2 Financial, managerial and administrative ability

(i) Outstanding financial, organisational and resource management skills.

KSC3 Planning, policy and program development and review

(i) Exemplary values appropriate to the development of student learning with a 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.

KSC4 Leadership of staff and students

(i) A highly developed 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.

KSC5 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.

KSC6 Whole School Culture and Student Agency

(i) Outstanding capacity to develop a positive whole school culture of inclusion and wellbeing, utilizing multi-tiered systems of support and evidence-based teaching to meet diverse student needs.

(ii) Proven ability to lead, monitor, and evaluate the implementation of practices that enhance student voice and agency across the school.

(iii) Commitment to fostering an environment where all students are empowered to actively participate in their learning journey.

Selection Criteria

KSC1 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.

KSC2 Financial, managerial and administrative ability

(i) Outstanding financial, organisational and resource management skills.

KSC3 Planning, policy and program development and review

(i) Exemplary values appropriate to the development of student learning with a 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.

KSC4 Leadership of staff and students

(i) A highly developed 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.

KSC5 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.

KSC6 Whole School Culture and Student Agency

(i) Outstanding capacity to develop a positive whole school culture of inclusion and wellbeing, utilizing multi-tiered systems of support and evidence-based teaching to meet diverse student needs.

(ii) Proven ability to lead, monitor, and evaluate the implementation of practices that enhance student voice and agency across the school.

(iii) Commitment to fostering an environment where all students are empowered to actively participate in their learning journey.

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

Typicaly, 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;

At Garrang Wilam Primary School, Assistant Principals work collaboratively as part of the Principal Class Team to deliver proactive, high-impact instructional and operational leadership. The Assistant Principal ensures Department of Education (DE) policies and school frameworks operate consistently to cultivate a rich, engaging, and safe learning environment where student growth and wellbeing are central.The role provides responsive leadership¿supporting staff, students, and families to address incidents and challenges with empathy, clarity, and strict adherence to Department guidelines. Through high-visibility leadership, the Assistant Principal fosters an inclusive, safe, and positive school culture grounded in trust and high expectations.

Key components may include but are not limited to:

• ~ Collaborate with the Principal Class Team to establish, monitor, and evaluate School Strategic Plan (SSP) and Annual Implementation Plan (AIP) targets.


• ~ Drive whole school curriculum initiatives by embedding evidence-based, systematic data practices to enhance student learning and wellbeing outcomes across the school.


• ~ Lead the implementation of the Garrang Wilam Instructional Model & FISO Inquiry Cycle, including supporting PLC leaders


• ~ Drive a culture of trust, quality relationships and individual and collective accountability


• ~ Support the regular design, review, and alignment of major scope and sequence documents, learning progressions, and assessment schedules.


• ~ Build professional capability across teaching teams through structured coaching, mentoring, exemplary modeling, and regular high-impact feedback in both 1:1 and team contexts.


• ~ Model exemplary pedagogy and active engagement within Professional Learning Communities (PLCs), guiding PLC leaders to maintain rigorous collaborative planning cycles.


• ~ Analyse key data related to student engagement, learning and behaviour, reviewing documentation and ensuring consistent application of student management processes


• ~ Cultivate a school-wide culture of trust, relational warmth, and mutual accountability among staff, students, and the wider community.

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

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