Outstanding capacity for visionary and exemplary educational leadership of a school or college. Experience in a specialist, special, special developmental or supported inclusion school setting is highly desirable. Highly developed skills in leading and managing change including the leadership of others in the process of change. SC2 Financial, managerial, and administrative ability Outstanding financial, organisational and resource management skills. A highly developed understanding of the Student Resource Package including the Disability Inclusion Profile, targeted funding initiatives, workforce planning processes, recruitment processes and the Victorian Government Schools Agreement (VGSA). SC3 Planning, policy and program develop and review Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes. Experience in leading Foundation Level A-D curriculum development is highly desirable. Demonstrated ability to implement Department policies to a high level. An understanding of, and a commitment to, the use of adaptive technology to improve access to teaching and learning. SC4 Leadership of staff and students A highly developed capacity to motivate staff, develop their talents and build an effective team. 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 Highly developed interpersonal and communication skills in individual, small group, and community contexts. Exemplary values pertaining to personal qualities of objectivity, sensitivity, and integrity. An ability to work with parents and the community to develop a solid learning environment.



SC6 Community Criterion Demonstrated high level capacity to develop and maintain a school culture that is inclusive; values building student independence; promotes the ideal of unconditional positive regard; promotes the use of Structured Teaching (TEACCH), SWPBS & PCMS. Commitment to the use of instructional coaching frameworks for continual improvement and implementation of evidence based practices to support the needs of our student cohort. Selection Criteria SC1 Educational leadership Outstanding capacity for visionary and exemplary educational leadership of a school or college. Experience in a specialist, special, special developmental or supported inclusion school setting is highly desirable. Highly developed skills in leading and managing change including the leadership of others in the process of change. SC2 Financial, managerial, and administrative ability Outstanding financial, organisational and resource management skills. A highly developed understanding of the Student Resource Package including the Disability Inclusion Profile, targeted funding initiatives, workforce planning processes, recruitment processes and the Victorian Government Schools Agreement (VGSA). SC3 Planning, policy and program develop and review Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.



Experience in leading Foundation Level A-D curriculum development is highly desirable. Demonstrated ability to implement Department policies to a high level. An understanding of, and a commitment to, the use of adaptive technology to improve access to teaching and learning. SC4 Leadership of staff and students A highly developed capacity to motivate staff, develop their talents and build an effective team. 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 Highly developed interpersonal and communication skills in individual, small group, and community contexts. Exemplary values pertaining to personal qualities of objectivity, sensitivity, and integrity. An ability to work with parents and the community to develop a strong learning environment. SC6 Community Criterion Demonstrated high level capacity to develop and maintain a school culture that is inclusive; values building student independence; promotes the ideal of unconditional positive regard; promotes the use of Structured Teaching (TEACCH), SWPBS & PCMS. Commitment to the use of instructional coaching frameworks for continual improvement and implementation of evidence based practices to support the needs of our student cohort. 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

📌 School Planning and Operations (Melbourne)
🏢 Government schools
📍 Melbourne