Occupation: Principal and assistant principal

Location: Melbourne - Southern suburbs

Reference:

Selection Criteria

Assistant Principal Range 1 Criteria

SC-1: Educational leadership

Proven capacity for exemplary educational leadership, within a curriculum area of the school, leading to improved student outcomes.

Developed skills in leading and managing the capacity of staff, during periods of significant change in staffing within a school.

SC-2: Financial, managerial and administrative ability

Proven financial, organisational and resource management skills.

Demonstrated ability to develop, deliver and evaluate strategies for school improvement.

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

A capacity to foster a learning environment that takes account of the individual needs of students

SC-5: Interpersonal and communication skills

Highly developed interpersonal and communication skills in individual, small group and community contexts. A proven ability to work with parents and the community to develop a strong learning environment.

Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity

SC-6: Community Criteria

Demonstrated knowledge of and an ability to enhance significantly, a school's journey within internationalization in education and intercultural understanding.

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

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:

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:

- 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).

Brentwood Park Primary School is situated in the south-eastern growth corridor in the residential suburb Berwick. The school is well situated within the local community. The local pre-school and Kambrya College are adjacent on the school's northern and southern borders, respectively. A medical centre and the community centre are in close proximity. Brentwood Park Primary School has a current enrolment of1005 students.

Victorian government schools are child safe environments. Our school actively promotes 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 the child safe standards. The school's Statement of Commitment to Child Safety and Child Safety Code of Conduct is available on the school's website.

The whole school community of Brentwood Park Primary School is committed to the needs of the children, fostering their self-esteem and enabling them to work towards achieving their personal best in a positive, challenging and supportive environment. In all cases the welfare of the child is our prime concern. All teachers accept responsibility for the provision of a safe and caring environment for all children.

Staff, parents and children are jointly involved in decision making. Parents, as part of the school team, are encouraged to become involved in our programs. The school strongly emphasises the importance of the home-school partnership with a high level of co-operation between parents, staff and children. Parent support is high, with parents responding to the learning team concept promoted and practised by the school. This emphasis is reflected in the daily involvement of parents in a range of school activities such, School Council, fundraising team, camping program and excursions. All members of the school community feel valued and welcome.

Staff are committed to professional development to ensure the provision of high-quality programs at Brentwood Park Primary School. Personal career development planning for teachers is consistent with school aspirations detailed in the School Strategic Plan and Annual Implementation Plan.

Student Wellbeing is an intrinsic component of the ethos of Brentwood Park Primary School. Our student Codes of Conduct are unique and integral to the daily programs in each classroom, with the children being responsible for the design of these and class consequences, with the guidance of the teacher.

As a school, we are in the process of developing and implementing School-wide Positive Behaviour Support (SWPBS) , the evidence-based framework that helps schools build safe, inclusive,



and positive environments by clearly teaching and reinforcing good behaviour with the key benefits of:

Decreasing low-level classroom disruptions and bullying.

Increasing the amount of time teachers can spend on actual instruction.

Improving overall student attendance, safety and academic performance.

Fostering respectful, strong relationships between students and staff

SWPBS focuses on proactive systems that improve both social and academic outcomes. Accordingly, our school values are:

Respect

Responsibility

Persistence

Cooperation

Safety

SWPBS focuses on proactive systems that improve both social and academic outcomes. Accordingly, our school values are:

Aligned with the SWPBS framework for Tier 1 instruction, Brentwood Park Primary School implementsthe Respectful Relationships initiative, as both work together seamlessly to create a safe, supportive, and inclusive school culture.

Programs that encourage and develop positive interpersonal relationships also include:

The Buddy system.

Camps for Years 4, 5 and 6

Prep Transition

Within our learning and teaching programs, we maintain a strong focus on literacy and numeracy, complemented by an inquiry-based curriculum and a comprehensive specialist program which encompasses visual arts, performing arts, digital technologies, health and physical education, and Chinese Language and Culture. A Chinese sister school relationship was formalised in 2014 with Yangzhong Experimental School in Jiangsu Province, China, through a signed Memorandum of Understanding which promotes collaboration and annual reciprocal visitations by staff and students.

A rigorous benchmarking assessment schedule which is implemented biannually and ongoing formative assessment practices, informs our teaching and learning programs in the two key learning areas of literacy and numeracy and, along with teacher observation and teacher judgement, ensures the teaching is targeted towards student learning needs. The Victorian Teaching and Learning Model (VTLM 2.0) is the framework for teaching practice.

Units of work, developed Foundation "Year 6", are child centred and based on the inquiry learning model. These inquiry units cater for the history, geography and science areas of the Victorian Curriculum.

School programs are planned, implemented and reviewed for children according to their learning needs with differentiation being a core feature of our teaching and learning. In addition to our computer laboratory, each classroom is equipped with either an interactive whiteboard or flat screen television with apple TV which are well utilised

Our school provides a positive and challenging learning environment which supports improved learning for all children.

Facilities

The school has been architecturally designed with its central core accommodated in seven distinct buildings, connected by covered walkways. This core comprises an administration area; with staffroom and first aid room, a multi-media centre, eighteen modern carpeted classrooms; each with its own teacher resource room, a physical education facility, an art/craft facility, a performing arts centre; and canteen, STEM room and music room. A new pod facility has recently been added. Features of the classroom design are their flexibility in allowing connecting walls to be opened to facilitate team teaching approaches, if desirable, and the provision of additional student learning areas in the form of smaller adjoining rooms. Relocatable classroom units currently provide the required number of additional generalist classrooms. All classrooms are air-conditioned. In our commitment to and use of information technology, the multi-media centre houses 30 networked computers, with internet access, in an adjoining laboratory.

The permanent core design and the location of additional classrooms lend itself to the cluster arrangement at year levels, promoting close planning and teaching amongst staff. All facilities have an abundance of natural light integrated within the overall design.

The grounds are spacious and consist of grass playing areas, two full size basketball/netball courts; with a full shade structure over one, three sets of playground equipment and a sandpit; all with shade structures overhead. A free-standing gazebo is a central feature of the established gardens. School council ensures the ongoing development and maintenance of the school grounds in the provision of a safe and attractive environment for the students.

Brentwood Park Primary School staff are expected to:

Assist in the implementation of School Strategic Plan and accompanying Annual Implementation Plans .

- Be prepared to become involved in activities beyond regular school hours.
- Accept a support role in the implementation of the school's welfare and discipline procedures.
- Play a role in continuing the established team approach of the staff.
- Maintain accurate and comprehensive records of programs and evaluation in line with School Policy and Victorian Curriculum F-10 Guidelines.
- Other responsibilities as negotiated with the principal.

Applications close Wednesday 30 September 2026 at 11.59pm

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📌 Assistant Principal-Range 1 (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne