Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Assistant Principal - Range 1

Occupation: Principal and assistant principal

Location: Melbourne - Southern suburbs

Reference: 1549945

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) Community Criterion

(i)Demonstrate capacity to lead, monitor and evaluate a school wide implementation of practice relating to student support, wellbeing and/or behaviours.

(ii)Demonstrate capacity to lead the strategic planning, implementation and evaluation of whole-school approaches to student wellbeing and mental health in a primary school setting, including the knowledge of evidence-informed practices that promote positive mental health, social-emotional learning and early intervention for primary-aged students

(iii) Demonstrate ability to build the capability of staff and foster collaborative relationships with students, families, and external agencies to strengthen the wellbeing of the school community. This includes coaching, mentoring and leading teams, including wellbeing and support staff, to build shared understanding and consistent practice

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 - Wellbeing will:

Systems, data and tiered support

- Lead whole-school systems for identifying and responding to student wellbeing, mental health, engagement and attendance needs, using data and student voice to monitor progress
- Oversee Tier 2 and Tier 3 interventions and support plans, ensuring they are trauma-informed, evidence-informed and evaluated for impact

Partnerships with allied health and mental health services

- Coordinate wellbeing and mental health services and partnerships, aligning specialist expertise with student needs and school priorities
- Work with professionals, teachers, wellbeing support staff and families to embed recommendations in classroom practice and monitor their impact

Staff capability and Tier 1 practice

- Strengthen Tier 1 wellbeing practice as the foundation of our MTSS approach, building staff capability to recognise distress and support student self-regulation
- Lead professional learning and coaching that develops staff confidence in supporting student mental health and creating calm, safe, predictable classrooms

Families, child safety and school leadership

- Strengthen family partnerships and ensure student and family voice informs decision-making
- Uphold child safety and mandatory reporting responsibilities, and lead the school's response to students at risk
- Contribute as a Principal Class Team member to whole-school leadership, culture and improvement, including staff wellbeing
- Lead and coordinate whole school events

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

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 [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

Please ensure that your application includes:

- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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.

Location Profile

About Our School

Fountain Gate Primary School is a vibrant school that is proud of its achievements within the community and beyond. Many of our families come from far and wide across the globe, and watching our students work and play together is a great joy.

The school draws students from its residential area in Narre Warren, as well as the Fountain Gate South and Hallam Gardens estates. Current enrolment is 550 students. Our analysis of the student population shows that 70% come from Non English Speaking backgrounds, and we have students from over 50 different cultures. We are strongly committed to the multicultural diversity of the community we serve.

Vision, Mission and Values

Our vision is that Fountain Gate Primary School is a community of active, focused learners who share their curiosity, voice and expertise with others. This is guided by our values of Respect, Trust and Care.

Our mission is to provide students with a nurturing, inclusive, stimulating setting that promotes meaningful, developmental learning for life. We envision a school community working together to enable individuals to be self-motivated learners who achieve their personal best, so that they become responsible members of society.

Strategic Focus

Our current strategic plan focuses on:

- maximising learning growth for all students in literacy and numeracy

- improving the ability of, and opportunities for, all students to exercise agency in their learning

- developing every student's capabilities to improve their wellbeing and learning.

In 2027, we will continue to work as a Professional Learning Community with a focus on improving student learning outcomes in reading, numeracy and wellbeing.

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), which supports consistent, explicit and evidence-based teaching practices across the school. As our Professional Learning Community embeds best practice across all curriculum areas, we continue to refine our use of VTLM 2.0. Teaching is differentiated to meet students at their point of need, with targeted intervention and extension supporting individual growth and achievement.

Diverse specialist programs are provided from Foundation to Year 6 in Visual Arts, Physical Education, Performing Arts, Auslan and STEM. Students and staff have access to iPad and Apple TV technology.

Student Wellbeing and Behaviour

We recognise the strong connection between wellbeing, engagement and achievement. Our robust student wellbeing practices focus on being proactive in supporting students to be respectful, responsible and safe learners.

We take a consistent and positive approach to student behaviour, fostering a school climate where personal responsibility and self-discipline are developed. The link between experience, thinking, feeling and behaving is reflected in our formal and informal procedures. Restorative Practice is the main vehicle used to maintain positive relationships, and we support students to adopt restorative practices to improve and repair relationships, instilling respect and an inclusive culture.

Our Workforce

In 2026, our workforce comprises 1 Principal, 1 Assistant Principal, 2 Leading Teachers, 2 Learning Specialists, 42 teachers and 37 Education Support staff. Our multidisciplinary wellbeing and allied health team includes 1 Speech Therapist, 1 Occupational Therapist and 1 Social Worker.

Our dedicated staff team operates within a distributed model of leadership, which has enabled many staff to carry out new initiatives. Together, 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.

Community Partnerships

Strong partnerships with families, community organisations and agencies enhance student learning, wellbeing and engagement. 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 Casey community.

Grounds and Facilities

The school grounds include a wide variety of playground facilities, including a large oval, a soccer pitch, two basketball courts, and large shaded play areas for both active and passive play. We take pride in our grounds and take great care to ensure gardens and playing spaces are well maintained. The school is also fortunate to have an open grassed public area at the back of the school, which is used for supervised events such as cross country and lunchtime sports programs.

Applications close Sunday 8 November 2026 at 11.59pm

Posted

26 October 2026

📌 Wellbeing, MHiPS and School Events (Melbourne)
🏢 Government schools
📍 Melbourne