Selection Criteria Selection Criteria KSC 1 Educational leadership (i) Outstanding capacity for visionary and exemplary educational leadership of a school or college. (ii) Highly developed skills in leading and managing change including the leadership of others in the process of change. KSC 2 Financial, managerial and administrative ability (i) Outstanding financial, organisational and resource management skills. KSC 3 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. KSC 4 Leadership of staff and students (i) A 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. KSC 5 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. KSC 6 School criteria (i) Demonstrated ability to lead and collaborate with staff to effectively implement the Disability Inclusion Scheme, including the Disability Inclusion Profile process, and oversee a Multi-Tiered System of Supports (MTSS) to enhance student outcomes through targeted intervention and support. 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. EEO AND OHS Commitment 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. The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au 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 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 VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person. Location Profile Join the foundation leadership team at Clyde Creek North (interim name) Primary School, a school committed to equity, innovation, and building a vibrant, inclusive community from the ground up. Clyde Creek North Primary School (interim name) will be a new Supported Inclusion government school currently under construction in the heart of Clyde North, set to open on Day One of Term 1, 2026. The school will cater for up to 715 students, including 65 students with disabilities, supporting the growing need for high-quality, inclusive education in the local area. As a Supported Inclusion School, Clyde Creek North (interim name) Primary School will prioritise the learning and support needs of all students, including those who may be eligible to attend a specialist school. The school¿s buildings, learning environments, and facilities will be purposefully designed to support a diverse range of learners, creating a truly inclusive and empowering place to learn and grow. The school will be committed to establishing a nurturing, inclusive, and high-achieving learning environment where every student is supported to reach their full potential. Student wellbeing will be central to the school¿s approach, supported by social-emotional learning programs and access to a multi-tiered system of tailored support services¿ensuring every child feels safe, valued, and supported. A strong sense of community will be at the heart of Clyde Creek North (interim name) Primary School. The school will actively foster authentic partnerships between home, school, and the wider community to support student learning, wellbeing, and connection. It will also proudly reflect the cultural richness of the local area, with a commitment to honouring and celebrating diversity in all its forms. As a key member of the foundation leadership team, the Assistant Principal will play a key role in supporting the strategic direction of our new school. They will be pivotal in shaping the academic and cultural foundation of the school, designing and supporting instructional excellence, and fostering an inclusive safe, supportive environment for all students. Joining the foundation staff during the establishment of a new school is an exciting opportunity for educators to collaborate with the broader community in creating an inclusive and forward-thinking learning environment. This role will contribute significantly to shaping future learning outcomes for all students. Experience or training in special education is encouraged but not required. Applicants are highly encouraged to email the Principal, Danielle Heatley, at danielle.heatley@education.vic.gov.au for more information or to arrange a conversation/meeting. Please submit Cover Letter, CV and SC as one document.
