SC1: Educational Leadership

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

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

SC2: Financial, Managerial and Administrative Ability

(i) 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

(i) Demonstrated capacity to develop, implement and evaluate programs and interventions that improve student wellbeing, engagement, behaviour and learning outcomes.

(ii) Demonstrated ability to effectively implement Department policies and processes relating to student wellbeing, inclusion, behaviour, attendance and child safety.

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

SC4: Leadership of Staff and Students

(i) Highly developed capacity to lead and build the capability of staff to support students with diverse behavioural, social, emotional and regulation needs.

(ii) 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

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

(ii) Demonstrated capacity to manage challenging and sensitive situations with objectivity, empathy, integrity and sound professional judgement.

(iii) Demonstrated ability to work collaboratively with families and external services to achieve positive outcomes for students.

SC6: School Specific Criteria

(i) Demonstrated capacity to build and sustain positive, respectful relationships with students, staff, families and the wider school community, fostering trust and collaboration to enhance student engagement and promote the wellbeing, safety, inclusion and care of every student.

Selection Criteria

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

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

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

(i) Demonstrated capacity to develop, implement and evaluate programs and interventions that improve student wellbeing, engagement, behaviour and learning outcomes.

(ii) Demonstrated ability to effectively implement Department policies and processes relating to student wellbeing, inclusion, behaviour, attendance and child safety.

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

(i) Highly developed capacity to lead and build the capability of staff to support students with diverse behavioural, social, emotional and regulation needs.

(ii) 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.

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

(ii) Demonstrated capacity to manage challenging and sensitive situations with objectivity, empathy, integrity and sound professional judgement.

(iii) Demonstrated ability to work collaboratively with families and external services to achieve positive outcomes for students.

(i) Demonstrated capacity to build and sustain positive, respectful relationships with students, staff, families and the wider school community, fostering trust and collaboration to enhance student engagement and promote the wellbeing, safety, inclusion and care of every student.

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.

Responsible - We are responsible for making good choices and being reliable.

Inspiration - We lead by example, sharing creative ideas.

Strength (of Character) - We are resilient and use a growth mindset.

Empathy - We are inclusive and respect and care for others and our world.

Child Safe Standards

Victorian government schools are child protected 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

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

Grovedale West Primary School (GWPS) is situated between the Great Ocean Road and Surfcoast Highway in the Geelong suburb of Grovedale. The school is committed to excellence through differentiated and inclusive practices that meet the diverse needs of all students, supported by a comprehensive wellbeing program. Curriculum and learning design enable students to apply explicitly taught literacy and numeracy skills in authentic contexts, maximising engagement and purpose.

Classrooms are well resourced and include extensive ICT infrastructure. The school has generous sporting and recreational facilities with expansive grounds including three playgrounds, a gym, football areas with synthetic basketball courts and soccer pitch/hockey field. Student activity areas also include active and passive spaces and outdoor discovery learning areas.

The school has a purpose designed Prep to year 2 Junior Learning Centre, Kids Kitchen, Library, Science Centre and Outdoor Learning environment. The Out of School Hours Care (OSHC) facility provides care for up to 90 children before and after school, with places usually fully booked.

The Geelong Deaf Education Centre (P‑12) is facilitated by GWPS with Deaf and Hard of Hearing students attending the school before transitioning to Grovedale College in Years (7‑12). The Centre provides specialist staff including Teachers of the Deaf and Auslan Communication Assistants.

Our school values align to our School Wide Positive Behaviour approach and all that we do as a learning community at Grovedale West Primary School. The school's RISE values form the basis to acknowledge and celebrate student learning, social engagement and citizenship.

Responsible - We are responsible for making good choices and being reliable.

Inspiration - We lead by example, sharing creative ideas.

Strength (of Character) - We are resilient and use a growth mindset.

Empathy - We are inclusive and respect and care for others and our world.

Current student population is around 330, comprising sixteen home-groups with an average class size of 20 students. Specialist programs included Languages (Auslan), Science/STEM, Art/Performing Arts, Library, Music and Physical Education.

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