Location Profile
Montpellier Primary School is located in residential Highton, a Geelong suburb which is nestled between the Barrabool Hills and the Barwon River. The school was established in **** and has a current enrolment of approximately 580 students.
The priority at Montpellier Primary School is to meet the individual learning needs of all students and to enhance their learning opportunities and achievement. Across Grades Prep to Six, there is a fundamental and strong focus on Literacy and Numeracy and all students demonstrating individual improved learning growth through cycles of goal setting, feedback and reflection. All teachers engage in year level and specific PLCs that focus on improving student outcomes through data analysis and targeted teaching.
The school has had a strong focus on the key elements of providing an inclusive education. Ensuring individual students are catered for by providing targeted teaching and learning is a priority. More recently, we have prioritised the High Impact Teaching Strategies (HITS) and High Impact Wellbeing strategies, with a robust focus on Differentiated Teaching and Explicit Teaching. There are two Instructional Models that are implemented; GANAG (Goal, Accessing Prior Knowledge, New Information, Applying New Knowledge and Goal Reflection) for English and LES (Launch, Explore, Summarise) for Maths and Science.
Montpellier has implemented the School Wide Positive Behaviours approach with the underlying values that drive our school culture of Aspire, Empathy, Respect and Responsibility. We are also developing a strong sense of student voice, agency and leadership. We encourage students to take ownership of their learning and provide opportunities for them to exercise agency and contribution to their learning community in order to promote self-worth, engagement, purpose and academic motivation.
Student leadership is facilitated via the Grade 6 Leadership Team and Grades 4 to 6 Student Council Representatives. Our Specialist classes are Art, PE, STEM, Performing Arts and Indonesian. Students participate in our annual Dance Extravaganza and Concert, Interschool Sports, regular excursions and incursions as well as an annual camping program in Grades 4 and 6. These are all key features of experiences provided for students each year. Parent and carer involvement is important at our school and encouraged.
Selection Criteria
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.
2. Financial, managerial, and administrative ability
Outstanding financial, organisational and resource management skills.
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 of Education and Training policies to a high level.
An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
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.
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.




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
The Assistant Principal will typically perform the following functions:
Provide visionary and strategic leadership of significant school programs or functional areas that drive improvement across teaching, learning, and engagement.
Lead and coordinate curriculum and PLC Leaders to ensure alignment with whole-school goals and the consistent implementation of the school's improvement agenda.
Champion evidence-based instructional practice through coaching, modelling, and professional learning aligned with the school's Instructional Model and the Victorian Teaching and Learning Model.
Oversee a whole-school assessment and data schedule that tracks student growth, identifies trends, and informs targeted improvement strategies.
Coach and mentor teachers and middle leaders to use student data effectively to plan, teach, assess, and evaluate for growth.
Lead professional learning and development programs that build staff capability, collaboration, and leadership at every level.
Support student wellbeing and restorative practices, ensuring fairness, consistency, and respect underpin all interactions.
Contribute to a vibrant and cohesive leadership culture, modelling teamwork, transparency, and shared accountability.
Build authentic partnerships with parents, carers, community organisations
Represent the school with pride and professionalism in regional networks, forums, and partnerships that promote innovation and continuous improvement.
Support with the management of staff performance and development.
Assist with staff induction, to ensure a supportive and comprehensive induction process
Oversee buildings and grounds with the support from the Business Manager
Oversee timetables across the school.
Please note: The above statements are intended to describe the general nature and level of work being performed by the position. They are not intended to be an exhaustive list of all responsibilities and activities required of the position.
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 ******
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:

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:

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
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 ****, 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 **** 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.

📌 Assistant Principal-Range 1 (Warrnambool)
🏢 Department of Education & Training, Victoria
📍 Warrnambool