Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Assistant Principal - Range 3

Occupation: Principal and assistant principal

Location: Melbourne - Northern suburbs

Reference: 1550243

Location Profile

Craigieburn Secondary College

Belonging | Understanding | Respect | Growth

We welcome passionate and imaginative educators into our learning community. We are committed to supporting and valuing staff in their qualified practice and growth through:

- belonging to an inclusive and multicultural community

- knowing that together we make a difference

- intellectual and practical engagement in our profession

- teaching for conceptual understanding.

Our community

Located on the lands of the Wurundjeri people, our community is wonderfully diverse, with more than fifty language backgrounds represented among our families and staff. This diversity is one of our greatest strengths, and we draw on it to build a sense of Belonging for every student and family.

Our dedicated team of multicultural and integration staff helps build strong connections between the college and our families, so that families feel welcome and their voices are heard. Through events and performances throughout the year, students and families share their cultures, languages and traditions with the wider school community. When students see their own backgrounds reflected and valued at school, they are better able to feel that they belong and to succeed in their learning.

Our organisational model

Each cohort is led by an Assistant Principal and a Leading Teacher (PEG), who move with their students from Year 7 through to Year 12. This continuity embeds relational pedagogy and reflects our values of Belonging and Understanding.

Our meeting structure supports this model and is built around four foci: Professional Culture, Knowing our Students, Curriculum, and Pedagogy. Staff work collaboratively in meeting time, moving through each focus in a connected sequence using the Inquiry Cycle framework.

Our frameworks

We have achieved Gold status in embedding School-Wide Positive Behaviour Support (SWPBS). We are now developing an inclusive school framework closely aligned with the Framework for Improving Student Outcomes (FISO) and the Victorian Teaching and Learning Model (VTLM 2.0). This work is guided by our goal of building integrated multi-tiered systems of support, and we welcome educators who are inspired by it.

At Craigieburn Secondary College, we teach for understanding. We focus our professional growth on ensuring that all students have access to, and success in, their academic and social learning.

Supporting our students

Many of our students face challenges at home. We support them through breakfast and homework clubs and a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Targeted fluency and tutoring programs support learning, and our learning partners make sure that Individual Learning Plans are developed and implemented effectively.

Joining our team

New staff are supported through a structured induction program that includes dedicated time release for mentoring and coaching. Our values of Belonging and Respect place strong relationships between staff, students and families at the centre of our practice. You¿ll build these relationships quickly through form teacher roles, community events and extra-curricular opportunities.

Growing your practice

Staff have many opportunities to extend their practice through leadership responsibilities and positions that promote individual and professional growth. These opportunities reflect our commitment to students¿ personal and educational growth through:

- student voice and agency

- applied learning

- restorative practices

- community leadership

- inclusive and differentiated teaching and learning

- reflective and evaluative practices

- enrichment and engagement programs.

Looking ahead to 2027

In 2027, we will continue to interweave SWPBS and VTLM 2.0 through an explicit teaching planning template. We will also keep strengthening our multi-tiered system of Wellbeing, Behaviour and Academic supports.

Selection Criteria

ASSISTANT PRINCIPAL ¿ KEY SELECTION CRITERIA

Note to applicants: Responses must address each criterion with specific, concrete examples from your own practice. For each example, describe the context, the actions you personally took, and the measurable impact on students, staff or the College (for example, changes in student achievement, attendance, engagement or staff survey data). General statements of belief or responsibility, without evidence of what you did and what changed as a result, will not be considered sufficient.

KSC1. Educational Leadership
(i) Demonstrated capacity to provide high-quality educational leadership as a member of the College Leadership Team,



working with the Principal to shape and deliver the College¿s vision, Strategic Plan and Annual Implementation Plan under FISO 2.0.
(ii) Highly developed skills in leading and managing change, including building staff commitment, leading others through the change process and embedding sustainable improvements in practice.
(iii) Demonstrated instructional leadership, including the ability to lead consistent, evidence-based teaching practice aligned with the Victorian Teaching and Learning Model (VTLM 2.0).

KSC2. Financial, Managerial and Administrative Ability
(i) Highly developed organisational, resource and financial management skills, including the ability to manage a portfolio budget, allocate staffing and resources effectively, and meet accountability requirements.
(ii) Demonstrated ability to manage complex operational responsibilities such as timetabling, staffing, compliance or school operations, with sound judgement and attention to detail.

KSC3. Planning, Policy and Program Development and Review
(i) Exemplary values that place student learning and wellbeing at the centre, with a demonstrated capacity to use data to set targets, monitor progress and achieve improved student outcomes.
(ii) Demonstrated ability to implement Department and College policies to a high standard, including the Child Safe Standards, student wellbeing and engagement policies, and VCAA requirements.
(iii) A strong understanding of, and commitment to, the purposeful use of digital technologies to improve teaching, learning and the operation of the College.

KSC4. Leadership of Staff and Students
(i) A highly developed capacity to motivate staff, build their capability through coaching, feedback and qualified learning (including PLCs), and lead effective, high-performing teams.
(ii) Demonstrated ability to foster a safe, inclusive learning environment that responds to the individual needs of students, including through a multi-tiered system of supports, and helps every student develop their abilities and pathways.

KSC5. Interpersonal and Communication Skills
(i) Highly developed interpersonal and communication skills with individuals, teams, and the wider College community, including the ability to manage sensitive conversations and resolve conflict constructively.
(ii) Exemplary personal qualities of objectivity, sensitivity and integrity, consistent with the College values and the Victorian Public Sector Code of Conduct.
(iii) Demonstrated ability to build strong partnerships with families and our culturally and linguistically diverse community to support student learning, engagement and wellbeing.

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





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 (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 [email protected]

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:

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

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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.

Apply now

Applications close Thursday 5 November 2026 at 11.59pm

Posted

23 October 2026

📌 Assistant Principal-Range 3 (West Melbourne)
🏢 Victorian Government
📍 West Melbourne