Assistant Principal in Melbourne

Occupation: Principal and assistant principal

Location: Melbourne - Southern suburbs

Reference: 1547323

Selection Criteria

• Outstanding capacity for visionary and exemplary educational leadership of a school or college.
• Highly developed skills in leading and managing change including the leadership of others in the process of change.
• Outstanding financial, organisational and resource management skills.
• Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
• Demonstrated ability to implement Department policies to a high level.
• An understanding of, and commitment to, the use of learning technologies to improve teaching and learning.
• Highly developed interpersonal and communication skills in individual, small group and community contexts.
• An ability to work with parents and the community, including local schools, to develop a strong learning environment.
• A highly developed capacity to motivate staff, develop their talents and build effective teams.
• 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.

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 this 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.

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;

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.

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.

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;
• 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;
• 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.

Chelsea Heights Primary School is located in South Eastern Victoria, 30km south of Melbourne and was originally established in 1900. The current buildings are extensive and well developed, including true flexible learning spaces allowing individual class learning and easy cross cohort integration when appropriate. The school has 426 students and an SFO index of 0.3021.

High Standards: High Expectations drive all practice at Chelsea Heights Primary School underpinned by the values of Respect, Cooperation and Responsibility. The community is cohesive and aligned behind the school's strategic direction and goal to make Chelsea Heights the best possible learning environment for all students.

Chelsea Heights is determined in its focus of implementing evidence informed approaches to all learning and wellbeing areas with a focus on a calm safe orderly environment and systematic explicit instruction that is supported by a knowledge rich curriculum. Teachers plan in teams. The school has worked to implement a Multi-Tiered Support System to Literacy and Wellbeing and caters to all students informed by inclusive practices. Chelsea Heights has excellent specialist programs consisting of Visual Arts, Performing Arts, ICT, Physical Education and Indonesian. The school promotes leadership and sustainability and has worked as a community to promote sustainable gardens and a culturally inclusive environment.

Applications close Sunday 25 October 2026 at 11.59pm.