Assistant Principal-Range 2 - Wellbeing - Toolern Waters Primary School (interim name)

Overview

Work type: Full time

Salary: Salary not specified

Grade: Assistant Principal-Range 2

Occupation: Teacher

Location: Melbourne

Reference: 1480182

Location Profile

Toolern Waters Primary School (Interim Name) is a new government school opening in 2026, located on Wurundjeri Country at 90 Elpis Rd, Weir Views, 3338. The establishment of this new school in the Melton community will support the increasing enrolment demand from a growing local population. Our location is unique in that the suburb has been developing over several years prior to the school opening, and is relatively close to the bustling CBD of Melton and therefore provides easy access to local community services.

Toolern Waters Primary School will open with places for up to 715 students with enrolments open from Foundation to Year 6. This includes 65 dedicated student places for Supported Inclusion. This provides a unique opportunity to open another local school in the Melton community that provides high-quality education for local students, strengthening the already established education provision in this growth area.

When open for Term 1, 2026, the school will include:

• An administration and library building with spaces for art, science and food technology
• 3 learning neighbourhoods (including a 2-storey neighbourhood)
• Hard courts and a sports field
• A gymnasium/performing arts/community hub building.

Toolern Waters Primary School will be co-located with an Early Learning Centre that will provide long day and Three-and Four-Year Old Kindergarten programs, supporting families with care needs and a smoother transition to primary school. The Victorian Government-owned centre will be run by Early Learning Victoria and will provide another unique opportunity of building a professional relationship that strengthens the learning of all students.

At Toolern Waters Primary School we pride ourselves on being an inclusive and progressive school community. Our staff are our most valuable resource and we will provide support & recognition accordingly. Our Administration, Coaching, Wellbeing and Principal Class teams will be visible and working together with staff to support the best outcomes for students. We will open as a government Supported Inclusion School with specific places for students with an Intellectual Disability diagnosis, this unique opportunity will create a community of learners with a collective approach and commitment to building exemplary practice and pride in growth and achievement for all.

The founding Leadership Team will be integral to shaping and creating the culture, philosophy and strategic intent for our new school. Our leaders' commitment to growth, reflection and responsive behaviour with a high-level ability to remain adaptable, flexible and positive in approach will be critical in forming our desired culture of learning and growth.

Our new school presents an exciting opportunity for educators to partner with all members of our community in the creation of a contemporary school that will have significant influence in future learning outcomes of the students.

Further information regarding the founding defining elements of culture, philosophy and teaching and learning approach at Toolern Waters Primary School (interim name) can be accessed by emailing Sam Fleming at [email protected]. It is recommended that interested candidates reach out to ascertain if this opportunity aligns to their vision and values in education.

Please submit Cover Letter, CV and SC as one PDF document.

*Providing 3 professional references and their contact details in your documents as they may be contacted prior to shortlisting*

Selection Criteria

SC1 Educational leadership

(a) Outstanding capacity for visionary and exemplary educational leadership of a school or college.

(b) Highly developed skills in leading and managing change including the leadership of others in the process of change.

SC2 Financial, managerial and administrative ability

(a) Outstanding financial, organisational and resource management skills.

SC3 Planning, policy and program development and review

(a) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

(b) Demonstrated ability to implement Department policies to a high level.

(c) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

SC4 Leadership of staff and students

(a) A highly developed capacity to motivate staff, develop their talents and build an effective team.

(b) 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

(a) Highly developed interpersonal and communication skills in individual, small group and community contexts.

(b) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(c) An ability to work with parents and the community to develop a strong learning environment.

SC6 School specific criteria

(a) Demonstrated ability to lead the design, implementation, and evaluation of a comprehensive disability inclusion pedagogy that supports high-quality evidence-based teaching and learning.

(b) Demonstrated ability to promote student wellbeing by leading a proactive support team, responding to the needs of students and families, fostering an inclusive environment, and using data to enhance wellbeing initiatives.

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 [email protected]

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.