Assistant Principal Range 2 - Curriculum Leadership Disability Inclusion

Department of Education Victoria – Dallas VIC

13h ago , from Department of Education & Training Victoria

Dallas Brooks Community Primary School is a diverse and inclusive school committed to supporting the academic, social and emotional growth of every student. We provide a safe, supportive and engaging learning environment that promotes high expectations and prepares students for a successful future.

LOCATION

Dallas Brooks Community Primary School is located in Dallas, within the City of Hume in Melbourne¿s northern suburbs, and plays an important role as an educational and community hub for local children and families.

SCHOOL PROFILE

In 2026, Dallas Brooks Community Primary School has 367 students, representing a culturally, linguistically and socio-economically diverse community.

Of our students, 225 are English as an Additional Language (EAL) learners (61.3%), 8 are Aboriginal and Torres Strait Islander students (2.2%), and 2 are international students. Arabic, Turkish and Somali-speaking families form significant parts of our culturally diverse school community.

The school has 226 students included in the Nationally Consistent Collection of Data on School Students with Disability (NCCD), representing 61.6% of enrolments. Our Student Family Occupation and Education (SFOE) Index is 0.6559.

These characteristics reinforce our strong commitment to equity, inclusion, differentiated teaching and targeted support to ensure every student can participate, progress and achieve.

The school also supports strong transitions into primary school through onsite three- and four-year-old Kindergarten programs and opportunities for younger children and families to connect with the school community.

Dallas Brooks Community Primary School continues to maintain high expectations for every student, recognising that quality teaching, wellbeing, inclusion, positive behaviour and strong family partnerships are fundamental to student success.

WORKFORCE

In 2026, our workforce comprises 1 Principal, 2 Assistant Principals, 3 Leading Teachers, 2 Learning Specialists, 20 teachers and 27 Education Support staff.

Our multidisciplinary wellbeing and allied health team includes 1 Educational Psychologist, 2 Speech Therapists, 2 Occupational Therapists, 1 Social Worker and 1 Imam.

Together, our staff work collaboratively to provide high-quality teaching, targeted intervention, allied health and wellbeing support, and inclusive learning opportunities that respond to the diverse needs of our students and families.

VISION AND VALUES

Our school community is built on strong partnerships between students, staff and families and is guided by our values of Respect, Trust, Perseverance and Pride.

We recognise the strong connection between wellbeing, engagement and achievement. Our whole-school approach incorporates School-Wide Positive Behaviour Support (SWPBS), Respectful Relationships and the Berry Street Education Model (BSEM) to promote positive behaviour, self-regulation, inclusion, wellbeing and a strong sense of belonging.

TEACHING AND LEARNING

Teaching, learning and assessment are aligned with the Victorian Curriculum F¿10 Version 2.0, with a strong focus on literacy and numeracy.

Our instructional approach is guided by the Victorian Teaching and Learning Model 2.0 (VTLM 2.0), supporting consistent, explicit and evidence-based teaching practices across the school. Teaching is differentiated to meet students at their point of need, with targeted intervention and extension supporting individual growth and achievement.

Students participate in specialist programs including Physical Education, The Arts, Science, Arabic and STEM.

COMMUNITY PARTNERSHIPS

Strong partnerships with families, community organisations and agencies enhance student learning, wellbeing and engagement. Our partnership with The Smith Family provides additional educational support for eligible students and families.

Our Community Hub provides a welcoming and accessible space for families to connect with services, programs and learning opportunities. It plays an important role in strengthening connections between families, the school and the wider City of Hume community.

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 and 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.

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.

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

Responsibilities

Typicaly, 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

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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) 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 setting, 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:

Other Information

- 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

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 atRecruitment in Schools.

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📌 Assistant Principal Range 2 - Curriculum Leadership Disability Inclusion (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne