1. Vision and ValuesDemonstrated capacity to lead a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.
2. Teaching and LearningDemonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.
3. Improvement, Innovation and ChangeDemonstrated capacity to produce and implement transparent, evidence-based improvement plans and policies and lead innovation and change.
4. ManagementDemonstrated capacity to ensure that the school's human, physical and financial resources are efficiently allocated and managed.
5. DevelopmentDemonstrated capacity to create a professional learning community that is focused on the continuous improvement of teaching and learning, supporting all staff to achieve high standards and commitment to their own learning and wellbeing.
6. EngagementDemonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities
Selection Criteria
1. Vision and ValuesDemonstrated capacity to lead a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.
2. Teaching and LearningDemonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.
3. Improvement, Innovation and ChangeDemonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.
4. ManagementDemonstrated capacity to ensure that the school's human, physical and financial resources are efficiently allocated and managed.
5. DevelopmentDemonstrated capacity to create a professional learning community that is focused on the continuous improvement of teaching and learning, supporting all staff to achieve high standards and commitment to their own learning and wellbeing.
6. EngagementDemonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities
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




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 (seeWorkplace 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) ******
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 Protected 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 ****, 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 **** 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 atRecruitment in Schools.
Location Profile
Originally known as Richmond North Primary School, our school is in the inner city and serves a changing and diverse community. The original **** building had an addition in **** and a Building the Education Revolution (BER) project has added contemporary flexible learning spaces to the original buildings. In **** the school begun capital works and improvements to the building and landscaping, with a priority on preserving the existing natural environment. This project was completed in ****. We have been involved in high-quality educational provision to the students of Richmond for over 130 years.
Yarra Primary School currently has 230students. There is anOut of School Hours Care Program and a Holiday Care Program, and the school enjoys a strong collaborative relationship with the Yarra City Council and the Finbar Community House.
At Yarra Primary Schoolwe collaborate to sustaina positive learning experience for all children within a safe and healthy school environment. We provide a vibrant andpurposeful curriculum and foster an engagedand supportive community. Our school aspires to 'live' our values:
Respect,
Caring
and
Commitment.
Our children thrive with excellent staff, supportive parents and friends who combine to celebrate and acknowledge their achievements both in and out of school.
School learning priorities focus on strengthening academic and social and emotional learning through student voice and agency and experiential learning within the community. We have set high expectations in the learning of Literacy and Numeracy skills.Our Specialist programs (Music, Physical Education and Sport, Science and Visual Arts) provide experiential learning opportunities to express and develop skills in the areas of problem-solving; creativity; and teamwork
We are passionate about sustainability and value our integratedenvironmental program where we recycle, save water, grow, harvest and eat our own garden produce. Learning is active and fun.
Yarra has developed a whole school wellbeing program, to create a positive school climate, a culture of student competence and open, responsive support systems for all school community members.
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📌 School Leadership (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne