KSC 1 - Educational leadership
- 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.
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KSC 2 - Financial, managerial and administrative ability
Outstanding financial, organisational and resource management skills.
KSC 3 - Planning, policy and program development and review
- 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 a commitment to, the use of learning technologies to improve teaching and learning.
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KSC 4 - Leadership of staff and students
- A highly developed capacity to motivate staff, develop their talents and build an effective team.
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.
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KSC 5 - Interpersonal and communication skills
- Highly developed interpersonal and communication skills in individual, small group and community contexts.
- Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
- An ability to work with parents and the community to develop a strong learning environment.
KSC 6 - Local criteria
- Demonstrated capacity to lead and sustain improvement in teaching, learning and wellbeing, building the capability of others and contributing to a positive, collaborative, and high-performing culture, with an alignment to the Victorian Teaching and Learning Model 2.0 (VTLM 2.0)
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.
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;
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
- 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.
Exford Primary School is situated in a semi-rural setting, which provides a safe, happy and friendly learning environment, which promotes pride, warmth and a sense of belonging. Our enrolment is 302 students for the 2026 school year.
2025 saw the completion of our School Upgrade, which we were able to jointly plan with the architect team. We now have an extremely attractive new school environment which is tailored to our students and staff. The upgrade includes the new Administration building, the Junior Learning Building and the Senior Learning Building, which includes classrooms, an Art and a Music Room. The renovation of our BER building is also complete, creating a new Library, Science classroom and a Food preparation space. Our new Gymnasium, landscaping, new playground spaces and sports field have been in use from the start of the 2025 school year.
Our staff are a dedicated team, with all teachers and ES staff sharing in the pastoral care of all children. The results of our Staff Opinion survey is consistently high across all indicators, with a strong sense of culture, team-work and support for each other.
Our Learning Specialist teachers work closely with our teaching staff in our continuing focus on professional learning and supporting our Professional Learning Teams. Our teachers plan together in PLTs, with a dedicated two hours devoted to this work (protected through our timetable using non-teaching time based on our local agreement). The PLT Leader (remunerated position) and the Learning Specialist work together to support the team¿s curriculum planning and professional learning. Our Leadership team provides feedback and coaching to all our classroom teachers. This is an important element of our school¿s professional development and growth opportunities for our teaching team and links with our Performance and Development culture.
Comprehensive classroom programs are implemented by highly trained and dedicated staff who focus on the individual learning needs of each child on an individual basis, particularly in Literacy and Numeracy. A dedicated Specialist Program involving all staff, helps ensure the breadth of quality curriculum in accordance with the Victorian Curriculum. Our focus on an integrated teaching and learning environment is supported by the use of ICT resources. Our Strategic Plan (2025 ¿ 2028) focuses on providing strong programs in Literacy, Numeracy, Student Voice and engagement. Our 2025 School Review has informed our new School Strategic Plan.
We implement a successful Inclusion Program catering for students with a range of learning needs and disabilities and have moved from the Program for Students with Disabilities to the Disability Inclusion Program in 2024 and have begun its implementation.
We offer OSH Club, providing Before and After School Care at our school. We have a real focus on environmental sustainability at our school, in which the children play a leading role.
At Exford Primary School we actively foster an environment where the partnership between staff, parents and students is highly valued, with children at the centre of our thinking and our actions.
We have been part of the School Wide Positive Behaviour Program for some years and have a school incentive program which acknowledges the children demonstrating our school values of Respect, Kindness and Personal Best. Our school values are an intrinsic part of our school community and we instil high expectations for all of our community members, children and adults.
Exford Primary School is committed to educational excellence and the development of a caring and stimulating environment:
1. Students are encouraged to share the responsibility for their own learning, enabling them to reach their full potential.
2. We value and actively promote partnership between parents and the school community.
3. Learning experiences are structure to meet students¿ individual differences with achievements being recognised, promoted and celebrated.
4. Each child is encouraged to develop social skills, independence, self confidence, consideration and respect for others. The school promotes an awareness of consequences for actions.
5. Curriculum and teaching responds to the ever-changing needs of the world in which we live.
Exford Primary School provides a comprehensive and rewarding curriculum that strives to meet the needs and interests of individual students. It provides a friendly and secure environment for its students, staff and parents.
There will be a school tour available on Wednesday 12 August from 4:30 ¿ 5:30 pm. School documents (such as our School Strategic Plan, Annual Implementation Plan) will be made available on request.
RSVP is essential ¿ RSVPs emailed to Lisa Campo by 5 pm on Monday 10 August 2026, please.
Please contact the Principal on [email protected] for any enquiries.
