Assistant Principal - Range 1 Leader Junior School

Government schools – Melbourne Northern Suburbs VIC

Mickleham Secondary College opened in January 2023 and is located in Mickleham, approximately 39 kilometres north of Melbourne.

Situated within the growing Merrifield residential estate, the College is set on an expansive 20-acre site with modern landscaping and is positioned adjacent to the Merrifield Recreation Reserve. The school is part of a vibrant, engaged and supportive community, with strong and growing partnerships across local organisations and services.

Mickleham Secondary College has established a strong culture of professional learning, where classroom observation, learning walks, coaching, data analysis and academic research are embedded in everyday practice.

We are committed to fostering a positive and high-performing learning environment for both staff and students. The College is proud to have been recognised as a 5-Star Employer of Choice by The Educator in 2024 ,2025 and 2026.

The College currently has approximately 1000 students across Years 7 to 11 as of 2027 with a full years 7-12 cohort from 2028.

Facilities include:

• Administration building with library, staff offices and amenities
• Learning neighbourhood buildings
• Science building
• Materials technology building
• Visual arts building
• Community hub, including a competition-grade basketball and netball court, canteen, and music, drama and food technology spaces
• Sports field

The completion of Stage 2 buildings marks an exciting milestone in the Colleges growth, supporting an expanding student population and providing modern, purpose-built facilities for teaching, learning and community connection.

Vision

At Mickleham Secondary College, our vision is to co-create an inclusive and supportive learning community where all members are empowered to achieve their best.

Mission

Our mission is to make a difference for every individual by providing the knowledge, skills and opportunities needed for a successful future.

Values

Our values are Achievement, Respect, Community and Honesty.

• Achievement: We strive for personal excellence, recognising that success looks different for each individual. Students are supported to continuously improve their knowledge and skills and achieve their personal best.
• Respect: We value ourselves and others, embracing diversity and demonstrating positive attitudes and behaviours in all interactions.
• Community: We work together to build a strong sense of belonging, pride and connection within both the school and wider community.
• Honesty: We act with integrity, taking responsibility for our actions and demonstrating trustworthiness in all that we do.

Selection Criteria

SC1.Educational Leadership

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

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

SC2.Financial, Managerial and Administrative Ability.

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

SC3.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 departmental 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) 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.

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.Community

(i) Demonstrated capacity to develop strong relationships with the school community to build 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

• Leading and building the capacity of the Junior sub-school teams
• Implementing curriculum policies relevant to the Junior Sub-School
• Work with the Junior School Administrator to support student attendance
• Building the capacity of teachers working within the Junior Sub-School in relation to the School Wide Positive Behaviour Framework and High Impact teaching Strategies
• Providing guidance and leadership to Junior Sub-School coordinators and classroom teachers for complex student management and learning matters
• Collaborating with the Student Wellbeing Team to ensure that appropriate programs and supports are provided for students in Junior Sub-School
• Supporting vulnerable at-risk students through School based programs or DE initiatives
• Support all student programs including subject selection activities assemblies etc for allocated sub-school to improve student connectedness and learning outcomes.
• Liaising closely with other members of the Principal Team

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

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 (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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.

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 https://www2.education.vic.gov.au/pal

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• 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'; and
• 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 (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.

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