(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 team-oriented 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

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 pri

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