Selection Criteria

SC1: Educational Leadership

Outstanding capacity to provide educational leadership that places student learning, wellbeing, engagement and inclusion at the centre of whole-school improvement.

Highly developed skills in leading and managing change, building staff capability and establishing consistent whole-school approaches.

SC2: Financial, Managerial and Administrative Ability

Outstanding organisational, managerial and resource management skills, with the capacity to manage complex student matters, competing priorities and operational demands.

SC3: Planning, Policy and Program Development and Review

Demonstrated capacity to develop, implement and evaluate programs and interventions including department policies and processes that improve student wellbeing, engagement, inclusion, behaviour and learning outcomes, child safety and attendance.

Demonstrated capacity to use student wellbeing, engagement and learning data to inform planning and whole-school improvement.

SC4: Leadership of Staff and Students

Demonstrated capacity to lead, develop and embed whole-school approaches to student regulation and re-engagement, building staff capability and ensuring consistent practices that support students to successfully participate in learning.

SC5: Interpersonal and Communication Skills

Highly developed interpersonal and communication skills, with the capacity to build positive and productive relationships with students, staff, families and external professionals.

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 *******@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

This is a new 0.8 Assistant Principal (MHiPS/Wellbeing) position, commencing as soon as possible in Term 4, 2026.

Lancefield Primary School is seeking an enthusiastic, highly capable and experienced school leader who is committed to high expectations, inclusion and improving outcomes for every student.

The Assistant Principal will work closely with the Principal and Disability Inclusion Leader to strengthen whole-school approaches that ensure every student is supported to thrive.

A key component of the role will be supporting student, family and staff wellbeing. We are particularly interested in a leader who has experience in, or a strong interest in developing, the skills and role of the Mental Health in Primary Schools leader and Wellbeing.

We are looking for a leader who:

- Has high expectations for every student and believes all students can learn and succeed.

- Is passionate about student wellbeing, inclusion and positive mental health.

- Builds authentic and respectful relationships with students, staff and families.

- Is committed to improving student learning and wellbeing outcomes through evidence-informed practice.

- Has strong organisational, communication and interpersonal skills.

- Can lead, support and develop staff through collaboration, feedback and professional learning.

- Is committed to inclusive practices and working collaboratively with our Disability Inclusion processes and supports.

- Is visible, approachable and willing to be actively involved in the day-to-day life of the school.

- Brings energy, enthusiasm, initiative and a willingness to contribute to our continued improvement.

- Is keen to develop their knowledge and leadership in mental health and wellbeing in primary schools.

- Can contribute to strategic decision-making regarding staffing, professional learning, resources and budgets that support student learning, inclusion, wellbeing and attendance.

- Can contribute to the development and implementation of the school's strategic direction and policies, working as an active member of the school leadership team.

If you are an interested applicant and would like to look around LPS, please contact the Principal, Jo Emond. This can also take place over the coming school term break.

************@education.vic.gov.au

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.

Location Profile

Lancefield Primary School, established in 1858, is situated in the semi-rural township of Lancefield one hour north of Melbourne in the Macedon Ranges. Residential areas are developed alongside a rural farming existence. Our current enrolment is 184 students. We have very supportive and engaged parents, families and community groups who all contribute to the wellbeing of our school by assisting with classroom programs, whole school activities and the Stephanie Alexander Kitchen Garden Program.

Wellbeing, Inclusion and Mental Health: We are a School Wide Positive Behaviour (SWPBS) School with a strong focus on the implementation of PCMS, working with a coach throughout 2026. The implementation and explicit teaching of the Berry Street Education Model, The Resilience Project, Kimochis and Resilience, Rights and Respectful Relationships programs provides our students, staff and families with strong social/emotional wellbeing and mental health support and strategies. We are an inclusive school and make reasonable adjustments to ensure all students are supported in reaching their full potential. We are implementing the Disability Inclusion (DIP) program and the Mental Health in Primary Schools (MHiPS) initiatives.

Opportunities for students: Building student leadership capabilities, skills and creating opportunities is encouraged and promoted through our Year 6 Student Team and years 3 to 6 peer selected student council team. All students are supported with their learning through our digital technologies and ICT program. We have strong community links with positive relationships with the Men's Shed, Lancefield Children's Centre, Romsey/Lancefield RSL and local businesses. Our year 5 students enthusiastically attend sessions with our next door neighbours, Lancefield Children's Centre to build relationships with their future buddies.

Teaching and Learning: Teaching teams focus on implementing and embedding The Victorian Teaching and Learning Model 2.0 (VTLM 2.0), collaborating to triangulate data to inform teaching and consistent reporting processes. Professional Learning opportunities support teachers to build their capacity in the implementation and monitoring of VTLM 2.0, agreed assessment tools, mental health and wellbeing, building capacity in delivery of maths and literacy daily reviews; reading block implementation; spelling program and more. Teachers work hard to weave first nations curriculum throughout planning and learning experiences for our students. Out teachers plan and work together to ensure consistency of practice and approaches across the school. We set high expectations for our students and ourselves, supporting individual needs and maintaining strong regular parent communication.

Specialists and Library: Our specialist classes in 2026 are Visual Arts, STEM and Physical Education. Auslan lessons are taught by classroom teachers with Auslan skills being woven into everyday interactions at school. Our exciting library collection is well loved by students who can access information about our collection through the online Oliver system at home or at school. Students can provide book reviews and suggest books to be purchased. Many families make donations to our library through our LPS Library Fund.

Extra-curricular: Extra-curricular activities include excursions, incursions, camps and participation in district sporting events such as athletics carnival, summer and winter sports carnival and the district cross country held at Hanging Rock Reserve. We are proudly part of the Stephanie Alexander Kitchen Garden (SAKG) Program which provides a range of academic, social/emotional benefits to all of our students. All classes participate in cooking and gardening sessions throughout the year. Our Wil-e-mee Moor-ing centre incorporates a four station SAKG kitchen area and open learning area. Parents and carers play an integral role in our SAKG program. Our vegetable garden beds are tended to by students, parents and staff participating in the SAKG program.

Our classrooms and learning spaces: Our classrooms are all situated in the one building with a welcoming and inclusive class atrium area for small group activities, for individual students to work quietly read and share our library resources. We have a dedicated Visual Arts room and multipurpose hall used for Physical Education sessions, whole school events and school assemblies. This space is also utilised by Schools OUT! ¿ Before and After School Care program.

Outdoor spaces: At LPS we have beautiful grounds looking out over Mount William (Wil-e-mee Moor-ing) with a variety of play areas to cater for different genders, interests and abilities of all students. Students can participate in team games and activities, climb on equipment, use the giant chess board, sit with a group of friends or play imaginative games. We also provide Peaceful Place each lunchtime, an prospect for students to play quietly indoors. Our grounds provide spaces for all these inclusive activities.

📌 Assistant Principal-Range 1 (Mildura)
🏢 Government schools
📍 Mildura