Occupation: Principal and assistant principal

Location: Melbourne - Southern suburbs

Reference: 1549922

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.

(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.

Typical





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:

Systems, data and tiered support

- Lead whole-school systems for identifying and responding to student learning, wellbeing, disability and engagement needs, overseeing evidence-informed Tier 2 and Tier 3 supports and evaluating their impact, with explicit processes for moving between levels of support

Allied health partnerships

- Manage and coordinate allied health services, working with professionals, teachers, inclusion support staff and families to embed recommendations in classroom practice and monitor their impact

Staff capability and Tier 1 inclusion

- Strengthen high-quality Tier 1 inclusion as the foundation of our MTSS approach, using professional learning and coaching to build staff capability to differentiate, adjust and create calm, predictable, accessible classrooms

Families and school leadership

- Strengthen partnerships with families so student and family voice informs decision-making, and contribute as a Principal Class Team member to whole-school leadership, culture and continuous improvement

Building Staff

📌 Disability Inclusion and Vulnerable Cohorts (Melbourne)
🏢 Victorian Government
📍 Melbourne