SC1 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.
SC2 Financial, managerial, and administrative ability
- Outstanding financial, organisational and resource management skills.
SC3 Planning, policy and program develop 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.
SC4 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.
SC5 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.
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.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
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
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.
Tecoma Primary School Profile
Tecoma Primary School is situated in the foothills of the Dandenong Ranges on Melbourne's Outer-Eastern fringe, central to the township of Tecoma. The school opened as a part time school with Menzies Creek, in a two-room shack called the Pines. The name of the school changed from Upper Ferntree Gully to Upwey, then Belgrave and finally Tecoma in 1961. Since its opening, Tecoma Primary has established a proud history of providing high quality education to students that are drawn predominantly from Tecoma, Belgrave and Upwey.
Tecoma Primary School is an integral part of the community and has developed and maintains an excellent reputation. It strongly emphasises the importance of a close home-school partnership. This emphasis is reflected in the day-to-day involvement of parents in school activities and participation in decision-making. Families are generally very supportive of the school and each other. A genuine feeling of community spirit surrounds the school, with school facilities often being used after hours by other community groups.
The school has 354 children enrolled in 2026 consisting of 17 classes and supported by a specialist program consisting of Music, Art, Science, Japanese and Physical Education.
We aim for development of the whole person as a committed lifelong learner, who embraces self-development, achievement and contribute to their community.
TECOMA PRIMARY SCHOOL MISSION STATEMENT
Tecoma Primary School strives to create a responsive, cooperative, innovative teaching and learning environment.
We aim for development of the whole person as a committed lifelong learner, who embraces self-development, achievement and contribute to their community.
To deliver a curriculum which has been designed to maximise opportunities for all students to experience learning success and to cater for a range of student abilities and interests.
We strongly promote our school values of personal best, respect, resilience and creativity through example and our student recognition program that rewards positive behaviours.
2027 Assistant Principal - Excellence in Teaching and Learning - Instructional Practice, Induction and Pedagogy
The focus of the role will be maintaining and developing evidence based instructional practice and pedagogy. The Assistant Principal for Instructional Practice, Induction and Pedagogy works under the direction of the Principal to lead the development and implementation of evidence based instructional practice for the school. They will work collaboratively with the Executive Team to improve student learning outcomes.
Responsibilities include but are not limited to:
- Establishing and maintaining a consistent schoolwide pedagogical approach, ensuring that instruction is evidence based, explicit, responsive and adaptive
- Developing and managing a rigorous and flexible Induction program that supports the development of all teachers and includes rigorous VIT registration processes
- Leading the implementation of instructional coaching across the school, liaising with Learning Specialists to deliver an effective coaching and mentoring program that supports the development of all teachers
- Ensuring that instructional practice aligns directly with curriculum, unit and lesson plans
- Leading and developing teacher professional learning in explicit, responsive and adaptive teaching
- Contributing to the leadership of PLCs
- Assisting with the development, implementation and maintenance of Tecoma¿s strategic direction and policy development.
