Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Assistant Principal - Range 2

Occupation: Principal and assistant principal

Location: Melbourne - Western suburbs

Reference: 1536570

Location Profile

Outstanding opportunity to work at Tarneit P¿9 College

Tarneit P¿9 College is a large, co-educational school located in one of Victoria¿s fastest-growing and most culturally diverse communities, approximately 25km from Melbourne¿s CBD. Opened in 2013, the college has experienced significant growth and currently serves around 1,820 students from Foundation to Year 9.

Our college reflects the rich diversity of the Tarneit community and is committed to providing an inclusive, high-quality education where every student is supported to achieve their best. We are seeking enthusiastic, reflective, inclusive educators who are passionate about teaching and learning, value collaboration, and are committed to high expectations and student wellbeing.

Teaching and learning at Tarneit P¿9 College is underpinned by a clear instructional model and an evidence-based approach, with a strong focus on High Impact Teaching Strategies, effective use of data, and consistent feedback and instructional coaching. Professional Learning Communities are central to our practice, supporting collective responsibility, professional growth, and continuous improvement.

Our contemporary learning environments include a range of general and specialist facilities designed to support collaboration, explicit instruction, and flexible learning. Student wellbeing and inclusion are embedded through whole-college approaches such as School-Wide Positive Behaviour Support, Behaviour Matrix, Respectful Relationships, and our House Model, which strengthens belonging, student voice, and engagement.

Why work at Tarneit P¿9 College?

Tarneit P¿9 College offers a supportive and collaborative professional culture where staff are valued, supported, and encouraged to grow. Staff benefit from:

- Strong collegial relationships and a shared commitment to improvement
- High-quality professional learning and instructional coaching
- Clear, consistent teaching and behaviour frameworks
- A focus on staff wellbeing and work-life balance
- The opportunity to make a meaningful impact in a diverse and energetic community

Staff work together to ensure every student is known, valued, and challenged, while also fostering a workplace built on trust, respect, and shared purpose.

Vision

Our vision is for every student from Prep to Year 9, to have high aspirations, excel and reach their best. With supportive surroundings and challenging academics, we foster confident, resilient and compassionate individuals prepared to make a positive difference in the future.

Values

- We value our learning.
- We are an inclusive school community.
- We are proud of ourselves, each other and the school.
- We act and are responsible.

Selection Criteria

SC1: 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.

SC2: Financial, managerial and administrative ability

- Outstanding financial, organisational and resource management skills.

SC3: 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.

SC4: 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.

SC5: 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.

SC6: Local Criteria

- Demonstrated ability to lead and manage the improvement of inclusive education at Tarneit P-9 College through exemplary teaching, learning, wellbeing and engagement practices and programs.

Role

3 AP2 roles available ¿ 1 x Prep-3, 1 x Years 4-6, 1 x Years 7-9

- The assistant principal reports directly to the principal and/or a member of the Principal Executive Team.

- There are three AP2 roles available, 1 position in the P-3 Sub school, 1 position in the 4-6 sub school and 1 position in the 7-9 sub school.

- 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.

- Assistant principals will be aligned to portfolios, including Teaching, Assessment, Learning and Curriculum (TALC), Wellbeing, Engagement and Inclusion (WEI) and Staff and Community Excellence (SACE).

- 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.

- Assistant Principals working at Level 2 at Tarneit P-9 College assist to lead both whole school and specific responsibility areas. The Assistant Principal will support the leadership team to ensure the strong presence at the college of an inclusive culture that promotes consistent staff behaviours that engage, inspire and support our students to be their best.

- All Assistant Principals at Tarneit P-9 College will work closely with all other Principal Class and executive team members and will meet regularly to discuss emerging challenges and consider ways to address challenges.

- Assistant Principals are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. They will model excellence in wellbeing, engagement and inclusion through allowing others to observe their lessons, and mentor/coach teachers to improve their skills, knowledge and effectiveness of the teaching workforce.

Responsibilities

Responsibilities will include but are not limited to:

- The ongoing development and fostering of a positive and strong learning culture that supports our values of Learning, Inclusive, Responsible and Pride
- Be responsible for the ongoing growth and achievement of all students and promoting a culture of high academic standards that are built on the concept of providing all students with the right balance of challenge and success to allow them to reach their learning potential
- Be responsible for general student wellbeing and discipline matters beyond the management of classroom teachers and educational support staff, team leaders, coaches, House Leaders and Area Assistant Principals and assist with the implementation of the tier 1, 2 and 3 supports and practices
- Work closely and lead a large Allied Health/Wellbeing team that supports students across the college
- Lead the whole school community to develop more inclusive practices and ways in which to support all students and families that attend our school
- Work closely with Area Assistant Principals in supporting teachers and educational support staff members when student behaviour and learning intervention are required
- Ensure the staff keeps accurate records of interventions where required
- Creating and collaborating with other leaders to develop and implement whole school policies and procedures, with a focus on consistency and best practice
- Overall monitoring of students, behavioural, personal, social and academic progress.

The Assistant Principal will work as a member of the Principal Class Team to:

- Support the work of the School Council
- Participate in staff selection and provide support for staff
- Contribute to the smooth daily operation of the College
- Provide support to staff and supervise students by being a visible presence in the buildings and grounds during the day
- Oversee a high standard of student personal presentation and correct uniform
- Assistant Principal will regularly report to the principal, the Principal Executive Team and the Principal Class Team as a whole, through regular meetings
- Contribute to the overall leadership and management of the school and support a whole school focus on improving student learning outcomes
- Demonstrate an active commitment to the College Leadership Teams and possess a strong commitment to personal growth
- Model use of the College¿s Values Matrix, Student Engagement practices, School Wide Positive Behaviour Support framework (SWPBS) and PCMS and support other staff to build their capacity in the use of these
- Facilitate and lead professional learning with a focus on improving staff capacity
- Promote and embed the Child Safe Standards and comply with other Departmental policy and requirements
- Drive and support the development of an engaging and enriching curriculum for all students Prep to Year 9




- Adhere to the following Principal Class Team norms:
- Recognition and Encouragement - We celebrate and have positive intent and actions within the team

- Collaboration and Decision-Making - We actively participate, align and support collective decisions

- Responsibility and Initiative - We take ownership and are proactive in addressing tasks and challenges

- Openness and Growth Mindset - We are continuous learners who are receptive to feedback, and are adaptable

- Professionalism and Emotional Intelligence - We are professional at all times and understand emotional dynamics within the team

- Vision and Student-Centred Focus - We align our actions with the broader college vision of prioritizing student outcomes

- Trust and Solidarity - We build trust and have unity within the team

- Positive Attitude and Intent - We have a positive outlook and assume the best in others.

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 [email protected]

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

For more information, please contact Jason Smallwood, College Principal, on [email protected] or 0408 020 570.

School tours are available on request.

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.

Applications close Thursday 13 August 2026 at 11.59pm

Posted

31 July 2026

📌 Assistant Principal - Range 2 (Melbourne)
🏢 Government schools
📍 Melbourne