About Our School
Barayip Primary School is in Tarneit, as part of Wyndham. We acknowledge the Bunurong people of the Kulin Nation, who are the Traditional Owners of the land where we gather and pay our respects to Elders past and present. We recognise their continued connection to Country and their role in caring for and maintaining Country and waterways over thousands of generations. We tread lightly on this land, as it holds all our stories of our Grandmothers and Grandfathers and spiritual connections to Country. May their strength and wisdom be with us today and always.
We are inviting outstanding humans, who show gratitude, love of learning, social intelligence, teamwork and kindness in all they do, to apply for the role of Assistant Principal, at our most wonderful school.
Barayip Primary School is seeking outstanding staff to join the team, for our new school that opened in 2025. We are looking for passionate people who can shape our culture of deep gratitude and growth, as well as drive excellence from day one. If you're ready to demonstrate your high expectations, wrapped in high levels of care, have high attention to detail and have a deep drive to be part of something truly spectacular, this is the opportunity for you.
Barayip Primary School was built as part of the Victorian Government's commitment to deliver 100 new schools between 2019 and 2026. Our school is located at 290 Hummingbird Boulevard Tarneit 3029, with a capacity to accommodate 650 students. We officially opened in 2025.
Our school has:
- Administration Building
- Learning neighbourhoods
- A community hub
- Hardcourts
- Sports field
- Gated staff carpark
- Onsite OSHC
- Onsite Kindergarten
We are incredibly grateful to have a kindergarten on-site. We work closely with the kindergarten to promote seamless transition for local pre-schoolers and easy drop-off logistics for families with both kindergarten and school-aged children.
Our Vision and Values
At Barayip Primary School, we are inclusive of all. We show deep gratitude and growth in all we do.
Vision
Barayip Primary School is inclusive of all. We are a school community filled with pride, confidence, and excellence, in all areas of learning and wellbeing. Our deep gratitude and growth are shown through a love of learning, social intelligence, teamwork, and kindness. A sense of calm and our deep gratitude shines through in all we do. We are outstanding humans who care deeply about humanity.
Values
At Barayip Primary School, we value Gratitude, Social Intelligence, Love of Learning, Kindness, and Teamwork.
- We are grateful for many things and show our thankfulness to others.
- We are aware of and understand our own feelings and thoughts, as well the feelings of those around us.
- We show our love of learning by being motivated to build and deepen our knowledge.
- We are kind to ourselves and others. We model daily and random acts of kindness within and beyond our school community.
- We are outstanding team players. We are helpful and proud when our team achieves together.
Teachers are responsible for:
- Leading our culture of deep gratitude and growth with all staff and community members
- Modelling exemplary explicit teaching, feedback and school values in all learning experiences
- Promoting enrichment opportunities to all students, which results in school connectedness, academic excellence and high levels of engagement
At Barayip Primary School, we highly value our staff and know that life-work-satisfaction looks differently for each of us. Barayip recognises the importance of flexible time fraction and family friendly work practices. This is our way of maintaining a diverse, adaptive and high performing workforce. This is why we are advertising all of our positions with flexible time fractions, as we appreciate our staff have different ways of achieving their own personal life-work satisfaction.
Barayip Primary School completed their first School Review in June of 2026. The School Review highlighted the following as areas to build upon over the next four years:
- Consistency in every classroom for wellbeing and explicit teaching practices
- Rigour in all learning experiences, with a focus on checking for understanding and questioning
- Implementation of the Victorian Lesson Plans
- Deeper learning about the Victorian Lesson Plans
- Explicit links between Subject Areas and Classroom Teaching, with a focus on Literacy
- Continued Community Engagement with Families
As we begin to implement our Strategic Plan, we are celebrating the strength in culture we have at Barayip, which is our outstanding culture of deep gratitude and growth. Over the next four years, we are building on our culture by learning more and growing our skills in:
- A culture of deep gratitude and growth
- A culture of leading
- A culture of learning
- A culture of receiving feedback
To achieve this together, we are recruiting outstanding humans. People who are ready to learn, flexible in their thinking and actions, people who are curious, compassionate and people who care deeply about humanity. At Barayip Primary School, we support our staff by:
- Greeting each other, students, community every day, throughout the day
- Providing Instructional Coaching
- Offering a Gratitude Mentor
- Offering Leadership Coaching
- Practising curiosity
- Providing access to Employee Assistance Program during school time, a confidential free service which supports the wellbeing of all Department of Education Staff
Please contact Rachel Mau (Director- People, Community and Culture) or Vivian Taggart (Executive Assistant) on 03 8000 6100, our team would be very pleased to organise a 1:1 school tour.
KSC 1. Educational leadership
1.1 Outstanding capacity for visionary and exemplary educational leadership of a school or college.
1.2 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
2.1 Outstanding financial, organisational and resource management skills.
KSC 3. Planning, policy and program development and review
3.1 Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
3.2 Demonstrated ability to implement Department policies to a high level.
3.3 An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
KSC 4. Leadership of staff and students
4.1 A highly developed capacity to motivate staff, develop their talents and build an effective team.
4.2 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
5.1 Highly developed interpersonal and communication skills in individual, small group and community contexts.
5.2 Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
5.3 An ability to work with parents and the community to develop a strong learning environment.
KSC 6. Please outline your vision and the key milestones for students, staff, leaders and yourself, across four years (the strategic plan cycle), when leading Curriculum Excellence for Barayip Primary School.
Flexible Time Fraction and Start Date Available
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.
Curriculum Leadership
- Providing strategic leadership for the whole-school curriculum, ensuring a coherent, sequenced and evidence-informed curriculum aligned with the Victorian Curriculum 2.0 and the priorities of the Barayip Primary School Strategic Plan 2026-2030.
- Using the Victorian Lesson Plans, defining and communicating what students should know, understand and be able to do at each stage of their schooling at Barayip Primary School.
- Leading the development, implementation and review of whole-school curriculum scope and sequences, curriculum frameworks, learning progressions and agreed expectations for student learning, across all curriculum areas.
- Establishing clear whole-school expectations for curriculum mapping including: content, knowledge, skills, vocabulary and learning progression, ensuring that essential learning is identified and prioritised across Foundation¿6.
- Leading the identification of essential knowledge and curriculum priorities within each learning area, ensuring students experience a coherent progression of learning from Foundation to Year 6, inclusive of camps, incursions and excursions which link directly to the Victorian Curriculum.
- Ensuring curriculum planning reflects the needs of a diverse and growing school community and provides appropriate extension, enrichment, intervention and reasonable adjustments so that all students can access high-quality curriculum.
- Leading whole-school curriculum review and renewal, ensuring curriculum decisions are informed by student achievement, growth, assessment evidence, student voice and emerging educational priorities.
- Working with curriculum and professional learning leaders to establish a shared understanding of what high-quality curriculum looks like at Barayip Primary School.
- Leading curriculum priorities to be translated into clear expectations for planning, assessment and reporting across the school, during PLC time and in every classroom, across all curriculum areas.
Assessment, Data and Student Learning
- Leading the development of a coherent whole-school assessment framework that identifies what is assessed, when it is assessed and how evidence of learning is used to inform curriculum decisions.
- Establishing clear expectations for the collection, analysis and use of student learning data to identify achievement, growth, learning needs and areas requiring additional support. A clear focus on vulnerable cohorts of students and mapping strategies for students in vulnerable cohorts growing in their wellbeing and learning outcomes.
- Leading the systematic use of assessment data to monitor progress towards the Strategic Plan targets, including NAPLAN achievement and growth and teacher judgement against the Victorian Curriculum 2.0.
- Building staff capability to understand and interpret assessment evidence.
- Leading assessment practices to provide meaningful information about student learning and inform decisions about curriculum, intervention, extension and future teaching priorities.
- Monitoring whole-school student learning trends and providing advice to the Principal and leadership team regarding curriculum priorities, resourcing and improvement strategies.
Whole-School Improvement and Leadership
- Working as a member of the Principal Class to provide strategic leadership for the implementation and evaluation of the School Strategic Plan and Annual Implementation Plan.
- Leading the development of sustainable structures that build a whole-school learning-leading-feedback culture and ensure consistency of curriculum, assessment and expectations as Barayip Primary School grows.
- Providing leadership coaching to curriculum leaders, professional learning teams and other staff responsible for curriculum implementation, ensuring alignment with agreed whole-school priorities.
- Leading the ¿what¿ of whole-school teaching and learning priorities while working collaboratively with other leaders to implement.
- Leading whole-school curriculum decisions to be translated into clear, manageable and measurable priorities for staff. This will form the ¿how¿ conversations during PLC Meetings and classroom practice.
- Leading evaluation of the impact of curriculum, assessment, inclusion and attendance initiatives against agreed measures of student learning, wellbeing and engagement.
- Supporting the Principal in determining strategic priorities for staffing, professional learning, resources and budgets associated with curriculum, inclusion and attendance.
- Demonstrating deep gratitude, learning-leading-feedback culture and high expectations, growth and excellence in every interaction.
- Leading in such a way that ensures every student is provided with the best opportunities to achieve strong learning and wellbeing outcomes.
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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 [email protected]
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.
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
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
Applications
All applications are to have maximum one page per criteria.
Please include a minimum of three referees, including your current Principal, with mobile phone numbers.
This role requires flexibility.
This role requires exceptional skills in greeting people with a big smile and a heart of gratitude.
Specifics of your role description and responsibilities will be created in collaboration with the Principal Team. All aspects will be based upon the needs of the students, your strengths, along with the Strategic and Annual Implementation Plan's focus.
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
- 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
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 at Recruitment in Schools.
