Assistant Principal-Range 1 Inclusion and Wellbeing

Department of Education Victoria – Melbourne VIC

1d ago , from Department of Education & Training Victoria

Fleetwood PS is located in Narre Warren and currently has 315 students in 16 classrooms. The school has one Principal, 2 Assistant Principals, 2 Learning Specialists, 17 full time teachers and 3 part time teachers. There are 3 Education Support staff working in the school office as our main Administration team. There are 16 Education Support staff who work alongside teachers in classrooms to support students with disabilities and learning difficulties, 1 Inclusion and Strategies Coach, 2 Library Assistants, 2 Community Engagement Officers, an Occupational Therapist and a Community Hub Leader. The school employs 1 part-time employee to assist with Buildings & Grounds.

SCHOOL VISION

Fleetwood Primary School is an inclusive community that nurtures and encourages curiosity in learners to pursue their dreams.

VALUES

We achieve excellence together by being responsible, safe and respectful learners.

LOCATION

Fleetwood Primary School is located in Narre Warren in the South Eastern growth corridor of Melbourne. The school was established in 1929 and moved to its current location on Fleetwood Drive in 1996.

FACILITIES

The school consists of the main building which houses 14 classrooms, library, staffroom and administration areas. A separate Specialist building houses two classrooms. Our art room and performing arts rooms are in the Performing Arts Centre, along with our auditorium. We have two standalone buildings; an Out of Hours Care facility and a full-size gymnasium with two classrooms, housing our Community Hub and Digital Technologies. We also have an EAL centre to support selected students.

GROUNDS

The school grounds include a wide variety of playground facilities. We have a large oval, a soccer pitch, two basketballcourts,and large shaded play areas for both active and passive play. The school takes pride in our grounds and takes great care to ensure gardens and playing spaces are well maintained.

ENROLMENTS/STAFF

The school has an enrolment of 315 students and 50 staff. All staff network with neighbouring schools in the Casey North Network to share ideas and pride themselves on their continued professional learning. The teaching staff, together with our highly valued education support staff, provide a comprehensive and engaging curriculum that caters for all levels of achievement. The school places a large emphasis on distributive leadership and professional collaboration through our Professional Learning Community work. The school employs the School-Wide Positive Behaviour System and Berry Street Model to inform teaching practices and behaviour management.

CURRICULUM AND PROGRAMS

Literacy, numeracy and student wellbeing skills are given a high priority. We also place importance on the nurturing of cultural, social, creative, physical and personal development of all members of our school community. All areas of the school have access to up-to-date computer technology being iPads, laptops, robotics, and desktop computers with internet access. The school uses an integrated inquiry approach to learning. In the junior grades investigations is a highlight. Specialist areas include Physical Education, Digital Technologies, Auslan, Performing Arts and Visual Arts. Our programs reflect the school¿s focus on providing students with a broad range of experiences.

PARENT INVOLVEMENT

Parent involvement is highly valued at Fleetwood Primary School. We have a commitment to a strong home-school partnership and welcome parent involvement in school activities. Fundraising activities focus on building social interactions with parents. Parents are invited to attend Friday afternoon assemblies and many special events throughout the year. Parents are very active on School Council and on our fundraising subcommittee. We encourage parents and grandparents to assist in the classroom, on excursions, during sports days and to attend all special school events.

For further information about the school, please visit: fleetwoodps.vic.edu.au or facebook.com/fleetwoodps

Selection Criteria

SC1 Educational leadership

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

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

SC2 Financial, managerial and administrative ability

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

SC3 Planning, policy and program development and review

(a) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

(b) Demonstrated ability to implement Department policies to a high level.

(c) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

SC4 Leadership of staff and students

(a) A highly developed capacity to motivate staff, develop their talents and build an effective team.

(b) 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

(a) Highly developed interpersonal and communication skills in individual, small group and community contexts.

(b) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(c) An ability to work with parents and the community to develop a strong learning environment.

Role

The Assistant Principal - Inclusion and Wellbeing will work as a key member of the Principal Class and Leadership Team to lead a coherent, proactive and whole-school approach to student inclusion, wellbeing, behaviour, engagement and support at Fleetwood Primary School.

At Fleetwood, we believe students are most successful when they feel safe, connected, supported and ready to learn. This role will therefore focus on strengthening both the systems that support individual students and the whole-school practices that create calm, predictable, inclusive and engaging learning environments for all.

A major focus of the position will be the continued development of Fleetwood's Multi-Tiered System of Support (MTSS), ensuring that teaching and learning, wellbeing, behaviour, disability and engagement work together rather than operating as separate areas. The successful applicant will help strengthen our shift from reactive responses to clear, preventative and sustainable systems. This means identifying need early, coordinating appropriate supports, monitoring their impact, building staff capability and ensuring students receive the right level of support at the right time.

Importantly, this is a Principal Class leadership role first and a portfolio role second. In addition to leading Inclusion and Wellbeing, the successful applicant will take responsibility as the Sub-School Principal for either Foundation,Year 2 or Years 3-6, providing direct leadership and support to PLC Leaders, teachers, Education Support staff, students and families.

Key Areas of Leadership

- Lead and strengthen whole-school systems for identifying and responding to student wellbeing, behaviour, learning, disability, attendance and engagement needs.
- Lead the continued development and implementation of Fleetwood's Multi-Tiered System of Support, with clear processes across Tier 1, Tier 2 and Tier 3.
- Strengthen high-quality Tier 1 wellbeing and inclusion, recognising that effective teaching, positive relationships, predictable routines, reasonable adjustments and consistent expectations provide the foundation for student success.
- Oversee the planning, coordination and monitoring of targeted Tier 2 and intensive Tier 3 interventions and supports.
- Ensure interventions are purposeful, evidence-informed, responsive to student need and regularly evaluated for impact.
- Develop explicit processes for students to move into, between and out of additional levels of support according to evidence and progress.
- Coordinate and strengthen processes including Student Support Groups, Individual Education Plans, Behaviour Support Plans, Safety Plans and other relevant student support documentation.




- Support the school's implementation of Disability Inclusion and ensure reasonable adjustments are understood, documented and embedded in everyday classroom practice.
- Lead and strengthen whole-school approaches to student wellbeing, behaviour, regulation, engagement and positive relationships.
- Support staff to respond to behaviour in calm, consistent and instructional ways, with a strong focus on teaching and reinforcing the behaviours we want to see.
- Coordinate allied health services and partnerships, ensuring specialist expertise is aligned with identified student needs and school priorities.
- Work closely with allied health professionals, teachers, Education Support staff, leaders and families to translate recommendations into practical classroom strategies.
- Monitor the implementation and impact of allied health recommendations, with a focus on student participation, independence, regulation and access to learning.
- Strengthen the use of learning, wellbeing, behaviour, attendance and engagement data to identify need, monitor progress and determine next steps.
- Build the capability of teachers and Education Support staff to differentiate, adjust, regulate, de-escalate and respond effectively to diverse learners.
- Lead professional learning, coaching, modelling and collaborative problem-solving that strengthens staff confidence and practice.
- Support staff to create calm, predictable, relational and inclusive learning environments where students are Ready to Learn.
- Provide strategic leadership of the Education Support team, including deployment, professional learning, role clarity and practices that promote student independence.
- Strengthen collaboration between teachers, Education Support staff, allied health professionals and families.
- Ensure student and family voice informs planning, intervention and decision-making.
- Contribute as a member of the Principal Class Team to the strategic leadership, culture, operations and continuous improvement of Fleetwood Primary School.

Sub-School Principal Leadership

In addition to the Inclusion and Wellbeing portfolio, the successful applicant will have responsibility as the Sub-School Principal for either Foundation,Year 2 or Years 3-6.

This is an important part of Fleetwood's distributed leadership structure and ensures staff have clear, accessible Principal Class support.

As Sub-School Principal, the Assistant Principal will:

- Provide visible, responsive and relational leadership for their allocated sub-school.
- Work closely with PLC Leaders, supporting them to lead their teams confidently and consistently.
- Act as an important communication link between the Principal, PLC Leaders and staff, ensuring key information, concerns, actions and successes are communicated effectively in both directions.
- Support the implementation and monitoring of whole-school priorities, processes and expectations across their sub-school.
- Assist PLC Leaders and teachers with complex student, behaviour, wellbeing, engagement or classroom matters.
- Support staff with parent and carer communication, including challenging conversations, meetings and concerns that require Principal Class involvement.
- Support students and families when more intensive leadership involvement is required.
- Monitor patterns in student wellbeing, behaviour, attendance, learning and engagement within their sub-school and coordinate appropriate responses.
- Maintain a visible presence in classrooms, learning spaces and the yard.
- Support staff through change and ensure agreed school processes are understood and implemented consistently.
- Escalate significant matters to the Principal where required and contribute to coordinated Principal Class decision-making.
- Work collaboratively with the other Sub-School Principal to promote consistency across Foundation-Year 6.

The Sub-School Principal role requires a leader who can balance support with accountability. The successful applicant will be approachable and responsive while maintaining high expectations for professional practice, agreed processes and collective responsibility.

Building the Capability of Others

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

We are not seeking an Assistant Principal who simply becomes the person called whenever a student is dysregulated, disengaged or presenting with complex needs. We are looking for a leader who strengthens the confidence, knowledge and practice of the adults around our students.

The Assistant Principal - Inclusion and Wellbeing will support staff to better understand learner needs, build positive relationships, make purposeful adjustments, respond consistently to behaviour and design learning environments in which students can participate successfully.

They will help establish a shared understanding that wellbeing and inclusion are everybody's responsibility, and that Tier 2 and Tier 3 supports strengthen rather than replace high-quality Tier 1 classroom practice.

Through coaching, modelling, professional learning, collaborative planning and case consultation, the successful applicant will help develop collective responsibility for the learning, wellbeing and success of every student.

A Connected Approach to Wellbeing and Inclusion

Fleetwood has established a range of evidence-informed approaches to support student learning, behaviour and wellbeing, including School Wide Positive Behaviour Support (SWPBS), the Berry Street Education Model (BSEM), Positive Classroom Management Strategies (PCMS) and targeted intervention practices.

The Assistant Principal - Inclusion and Wellbeing will play an important role in ensuring these approaches connect within our developing MTSS framework.

Our aim is not to implement programs in isolation. We want staff to understand how positive relationships, predictable routines, explicit behaviour teaching, regulation, quality instruction, reasonable adjustments and targeted intervention work together.

The successful applicant will help ensure students experience consistency across classrooms and settings, and that staff have clear pathways for accessing additional support when universal classroom practice alone is not enough.

Student Wellbeing and Engagement

The Assistant Principal - Inclusion and Wellbeing will provide leadership across the school¿s broader wellbeing agenda.

This includes strengthening approaches to:

- student connectedness and belonging
- attendance and engagement
- behaviour and regulation
- student voice and agency
- positive relationships and respectful behaviour
- early identification of students requiring additional support
- family partnerships
- transitions and re-entry following significant incidents or periods of absence
- coordination of internal and external wellbeing supports.

The successful applicant will understand that wellbeing is not simply a separate program or initiative. It is reflected in the relationships, routines, expectations and daily experiences students encounter across the school.

Our Leadership Culture - The Big 4

Our work is guided by four important principles:

Accountability - We take responsibility for our impact, follow through on agreed actions and keep students at the centre of our decisions.

Collaboration - Supporting children is collective work. Teachers, Education Support staff, leaders, specialists, families and students all have an important role.

Consistency - Students thrive when expectations, routines and adult responses are clear and predictable.

Inclusion - Every student has the right to belong, participate and experience success. Inclusion is everyone's responsibility.

These principles sit alongside our school values of being Respectful, Responsible and Safe and guide how we work with students, families and one another.

Our Professional Culture





Fleetwood Primary School is a diverse and inclusive school community where relationships matter and children are at the heart of decision-making.

Our staff work within a collaborative professional culture where improvement is ongoing, feedback is valued and responsibility for student success is shared.

We value leaders who are visible, relational and actively involved in the work.

The successful applicant will be comfortable moving between strategic leadership and the practical realities of a busy primary school, analysing whole-school systems at one moment and supporting a PLC Leader, teacher, student or family through a complex situation the next.

They will work closely with the Principal, other Assistant Principal, Learning Specialists, PLC Leaders, teachers, Education Support staff and allied health professionals to ensure our instructional, wellbeing and inclusion systems complement one another.

We are looking for a leader who brings high expectations, warmth, curiosity, professionalism, flexibility and a genuine willingness to continue learning alongside others.

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
- contribution to the overall management and strategic direction of the school.

Who May Apply

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

The successful applicant will understand that effective wellbeing and inclusion require both robust relationships and strong systems.

They will be able to see the individual student while also considering the classroom, family and wider school systems around that child. They will use evidence to identify needs, bring the right people together, establish clear actions, monitor whether support is making a difference and adjust the response when required.

Importantly, they will build capability rather than dependency.

We are particularly interested in applicants who demonstrate:

- A deep commitment to student wellbeing, inclusion and high expectations for all learners.
- Strong knowledge of Disability Inclusion, reasonable adjustments and inclusive classroom practice.
- Strong knowledge of evidence-informed approaches to student wellbeing, behaviour, engagement and intervention.
- Experience developing or leading a Multi-Tiered System of Support.
- The capacity to coordinate complex Tier 2 and Tier 3 support while maintaining a strong focus on prevention and high-quality Tier 1 classroom practice.
- Demonstrated experience leading whole-school approaches to behaviour, regulation and student wellbeing.
- The ability to analyse evidence and translate it into clear actions for students and staff.
- Demonstrated capacity to build the capability of teachers and Education Support staff.
- The ability to support and develop PLC Leaders while maintaining clear accountability and communication.
- Solid interpersonal skills and the ability to build trusting partnerships with students, staff, families and external professionals.
- The capacity to confidently support staff through complex student and parent matters.
- The ability to develop systems and processes that are clear, practical and sustainable.
- A collaborative leadership style and willingness to contribute beyond a defined portfolio.
- The capacity to lead improvement and support staff through change.
- Strong judgement, communication and follow-through.
- A willingness to contribute to the full breadth of Principal Class work.
- A strong commitment to Fleetwood's values, vision and belief in being a Small School with a Big Heart.

For the right leader, this is an opportunity to help shape the next stage of Fleetwood's wellbeing and inclusion journey, strengthen our developing MTSS model, lead a significant section of the school and build sustainable systems that make a lasting difference for students, staff and families. The successful applicant will also play an important role in supporting Fleetwood through our 2027 School Review, contributing to the evaluation of our current practices, celebrating our progress and helping shape the strategic direction and priorities for the school's next improvement cycle.

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:

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 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.

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📌 Assistant Principal-Range 1 Inclusion and Wellbeing (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne