Balambalam Primary School – Clyde North VIC

Balambalam Primary School is seeking an Assistant Principal – Inclusion to join our leadership team in 2027.

This is an important leadership opportunity within a young and growing Supported Inclusion school. We are looking for an experienced, relational and improvement-focused leader who is passionate about ensuring every student is known, supported and able to experience success.

The Assistant Principal – Inclusion will provide strategic and operational leadership of inclusion across the school. A key responsibility of the role will be ensuring the right supports are in place to respond to students’ learning, wellbeing, disability and engagement needs.

The successful applicant will oversee and strengthen our Multi-Tiered System of Supports (MTSS), with particular leadership of Tier 2 and Tier 3 supports, while also building the capability of teachers and education support staff to provide high-quality, inclusive Tier 1 practice within every classroom.

At Balambalam, inclusion is not the responsibility of one person or one team. This role will lead the systems, structures and professional learning that enable inclusion to become part of the everyday work of every staff member.

The Role

The Assistant Principal – Inclusion will work as part of the Principal Class Team to lead a coherent and proactive approach to inclusion, intervention and student support across Balambalam Primary School.

The role will have a strong focus on developing systems rather than relying on reactive responses. This includes identifying student need early, coordinating appropriate supports, monitoring their impact, and ensuring staff have the knowledge, confidence and resources to respond effectively.

A significant focus will be the continued development of our Multi-Tiered System of Supports.

The Assistant Principal – Inclusion will:

lead and strengthen whole-school systems for identifying and responding to student learning, wellbeing, disability and engagement needs

oversee the planning, coordination and monitoring of Tier 2 and Tier 3 interventions and supports

ensure targeted and intensive supports are purposeful, evidence-informed, responsive to student need and regularly evaluated for impact

manage and coordinate allied health services and partnerships across the school, ensuring specialist expertise is aligned with identified student needs and school priorities

work closely with allied health professionals, teachers, inclusion support staff and families to ensure recommendations are understood, implemented and embedded within classroom practice

monitor the implementation and impact of allied health recommendations, ensuring strategies and adjustments are practical, consistent and support students to participate successfully in learning

develop clear processes for students moving between levels of support according to evidence and progress

work with teachers, inclusion support staff, leaders, families and relevant professionals to coordinate support for students with complex or additional needs

ensure appropriate adjustments, plans, interventions and supports are in place and implemented consistently

strengthen the use of assessment and other evidence to identify needs, monitor progress and determine next steps

build staff capability to differentiate, adjust and respond to diverse learners within the classroom

strengthen high-quality Tier 1 Inclusion, recognising that effective classroom teaching is the foundation of our MTSS approach

lead professional learning, coaching and collaborative problem-solving that develops staff confidence and capability

support teachers to create calm, predictable, accessible and inclusive learning environments





lead effective collaboration between teaching staff, inclusion support staff and allied health professionals so that support strengthens student independence, participation and learning

strengthen partnerships with families and ensure student and family voice informs planning and decision-making.

contribute as a member of the Principal Class Team to the strategic leadership, culture and continuous improvement of the whole school.

Building Staff Capability

A central responsibility of this role is to build the capacity of others.

We are not seeking a leader who simply steps in and solves problems for staff. We are looking for someone who can build capabilities of staff by strengthening their knowledge, confidence and practice.

The Assistant Principal – Inclusion will support staff to understand learner needs, make reasonable and purposeful adjustments, use evidence to inform decisions, and design learning environments in which students can participate successfully.

They will help establish a shared understanding that Inclusion begins in the classroom and that Tier 2 and Tier 3 supports strengthen, rather than replace, quality Tier 1 teaching.

Through modelling, coaching, qualified learning, collaborative planning and case consultation, the Assistant Principal will help develop collective responsibility for the success of every student.

Our Values

Our work is grounded in our TRUE values:

Tenacity — we keep improving, reflect on our practice and commit to growth.

Relationships — we build trust, connection and belonging.

Unity — we work together with consistency, shared responsibility and care.

Excellence — we hold high expectations and strive for quality in all we do.

These values guide how we work with students, families and one another and are central to the leadership culture we are continuing to build.

Our Professional Culture

At Balambalam, staff are part of a collaborative professional culture where learning is shared, practice is strengthened through feedback, and improvement is a collective responsibility.

We are committed to evidence-based teaching, Inclusion, strong wellbeing systems and meaningful partnerships with families and the wider community.

Our leaders are expected to be visible, relational and actively engaged in the work of teaching and learning.

We value leaders who can balance strategic thinking with the practical work of supporting staff and students. We are looking for someone who brings professionalism, curiosity, high expectations, flexibility and a willingness to continue learning alongside others.

The Assistant Principal – Inclusion will help ensure that our wellbeing, inclusion and instructional systems work together rather than operating as separate areas of the school.

Who We Are Looking For

We are seeking an Assistant Principal who believes that every child can learn, grow and thrive when they are known, supported and challenged.

You will be a leader who understands that inclusion requires both strong systems and strong relationships.

You will be able to see the individual student while also seeing the wider system around them. You will use evidence to determine what support is needed, bring the right people together, monitor whether interventions are making a difference, and adjust our response when they are not.

Importantly,



you will build the capability of others rather than creating dependency on the inclusion leaders or wellbeing staff.

We are particularly interested in applicants who demonstrate:

deep commitment to inclusive education and high expectations for all learners

strong knowledge of evidence-based approaches to intervention and student support

experience leading or developing Multi-Tiered Systems of Support

the capacity to lead complex Tier 2 and Tier 3 student support while maintaining a strong focus on prevention and Tier 1 classroom practice

the ability to analyse evidence and translate it into clear actions for students and staff

demonstrated capacity to build teacher and education support staff capability

strong interpersonal skills and the ability to build trusting partnerships with students, staff, families and external professionals

an ability to develop clear, sustainable systems and processes

a collaborative leadership style and willingness to contribute beyond a defined portfolio

the ability to lead improvement while supporting staff through change

a strong commitment to the values, vision and ongoing development of Balambalam Primary School.

Balambalam Primary School is a place where relationships matter, improvement is ongoing, inclusion is lived, and everyone has a role in contributing to the success of our students.

For the right leader, this is an opportunity to help shape an inclusion model from its early stages and build systems and practices that can make a lasting difference.

Selection Criteria -

(SC1) Educational leadership

(i) Outstanding capacity for visionary and exemplary educational leadership of a school.

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

(SC2) Financial, managerial and administrative ability

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

(SC3) 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.

(SC4) Leadership of staff and students

(i) 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.

(SC5) 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.

(SC6) Demonstrate Inclusive Practice and Student Support Improvement

(i) Demonstrated capacity to lead, strengthen and evaluate whole-school approaches to Disability Inclusion, including the development of effective Multi-Tiered Systems of Support.

(ii) Demonstrate an extensive knowledge of Disability Inclusion practices and processes, the effective coordination of resources, interventions and specialist supports

(iii) Capacity to build staff capability in delivering consistent, proactive and evidence-informed practices that improve student participation and learning outcomes.

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📌 2027 Assistant Principal - Inclusion (3-year Tenure) (Melbourne)
🏢 Balambalam Primary School
📍 Melbourne