Assistant Principal

Selection Criteria

• SC1: Educational Leadership: Outstanding capacity to provide educational leadership that places student learning, wellbeing, engagement and inclusion at the centre of whole-school improvement. Highly developed skills in leading and managing change, building staff capability and establishing consistent whole-school approaches.
• SC2: Financial, Managerial and Administrative Ability: Outstanding organisational, managerial and resource management skills, with the capacity to manage complex student matters, competing priorities and operational demands.
• SC3: Planning, Policy and Program Development and Review: Demonstrated capacity to develop, implement and evaluate programs and interventions including department policies and processes that improve student wellbeing, engagement, inclusion, behaviour and learning outcomes, child safety and attendance. Demonstrated capacity to use student wellbeing, engagement and learning data to inform planning and whole-school improvement.
• SC4: Leadership of Staff and Students: Demonstrated capacity to lead, develop and embed whole-school approaches to student regulation and re-engagement, building staff capability and ensuring consistent practices that support students to successfully participate in learning.
• SC5: Interpersonal and Communication Skills: Highly developed interpersonal and communication skills, with the capacity to build positive and productive relationships with students, staff, families and external professionals.

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:

• 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: Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

Diversity and Inclusion: The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD).

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.

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.

Qualification Requirements: The person must have provisional or full registration approved by the Victorian Institute of Teaching; If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; A person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements.

Location Profile: Lancefield Primary School, established in 1858, is situated in the semi-rural township of Lancefield one hour north of Melbourne in the Macedon Ranges. Residential areas are developed alongside a rural farming existence. Our current enrolment is 184 students. We have very supportive and engaged parents, families and community groups who all contribute to the wellbeing of our school by assisting with classroom programs, whole school activities and the Stephanie Alexander Kitchen Garden Program.

Wellbeing, Inclusion and Mental Health: We are a School Wide Positive Behaviour (SWPBS) School with a strong focus on the implementation of PCMS, working with a coach throughout 2026. The implementation and explicit teaching of the Berry Street Education Model, The Resilience Project, Kimochis and Resilience, Rights and Respectful Relationships programs provides our students, staff and families with strong social/emotional wellbeing and mental health support and strategies. We are an inclusive school and make reasonable adjustments to ensure all students are supported in reaching their full potential.

Opportunities for students: Building student leadership capabilities, skills and creating opportunities is encouraged and promoted through our Year 6 Student Team and years 3 to 6 peer selected student council team. All students are supported with their learning through our digital technologies and ICT program. We have strong community links with positive relationships with the Men's Shed, Lancefield Children's Centre, Romsey/Lancefield RSL and local businesses.

Teaching and Learning: Teaching teams focus on implementing and embedding The Victorian Teaching and Learning Model 2.0 (VTLM 2.0), collaborating to triangulate data to inform teaching and consistent reporting processes. Professional Learning opportunities support teachers to build their capacity in the implementation and monitoring of VTLM 2.0, agreed assessment tools, mental health and wellbeing, building capacity in delivery of maths and literacy daily reviews; reading block implementation; spelling program and more.

Specialists and Library: Our specialist classes in 2026 are Visual Arts, STEM and Physical Education. Auslan lessons are taught by classroom teachers with Auslan skills being woven into everyday interactions at school. Our exciting library collection is well loved by students who can access information about our collection through the online Oliver system at home or at school.

Extra-curricular: Extra-curricular activities include excursions, incursions, camps and participation in district sporting events such as athletics carnival, summer and winter sports carnival and the district cross country held at Hanging Rock Reserve. We are proudly part of the Stephanie Alexander Kitchen Garden (SAKG) Program which provides a range of academic, social/emotional benefits to all of our students.

Our classrooms and learning spaces: Our classrooms are all situated in the one building with a welcoming and inclusive class atrium area for small group activities, for individual students to work quietly read and share our library resources. We have a dedicated Visual Arts room and multipurpose hall used for Physical Education sessions, whole school events and school assemblies.

Outdoor spaces: At LPS we have beautiful grounds looking out over Mount William (Wil-e-mee Moor-ing) with a variety of play areas to cater for different genders, interests and abilities of all students.