Naranga is a school in Frankston for students aged 5 to 18 who have a mild intellectual disability. Our motto is ¿Learning for Life¿, and we aim to prepare each student to be an active contributor within the community. We provide an engaging and comprehensive developmental curriculum that ensures each student will achieve personal success and achieve progress within a supportive environment. Programs are innovative and accommodate the individual learning styles and needs of students. Integrated and holistic learning opportunities are developed so that students acquire knowledge and experience within engaging activities. Classes range in size from 6 to 14 students, reflecting the individual needs of students and their capacity for independence.
We follow the Victorian Curriculum that sets out the knowledge and skills every student should learn during their first 11 years of schooling to become lifelong learners, confident individuals, and active and informed citizens prepared to navigate a diverse and changing world. An Individual Education Plan is developed for each student ¿ in consultation with families/carers and students. Our Senior Secondary Program offers students two distinct pathways, Victorian Pathways Certificate (VPC) and ASDAN (Award Scheme Development and Accreditation Network) Senior students also have the opportunity to participate in selected vocational education and training certificates.
The staffing structure is designed to support and extend student learning by focussing on interests, skills and wellbeing. In addition to traditional subjects such as English and Mathematics, the school offers learning opportunities through specialist activities such as Health and Physical Education, The Arts, Digital and Design Technology and Science. Additional supports are provided through student wellbeing, psychology, speech pathology and occupational therapy.
The learning journey at Naranga is supported by School-Wide Positive Behaviour Supports and Restorative Practices, which are incorporated into daily school life. Students¿ achievements are regularly celebrated at every level: within classes, in sub-schools, across the whole school and in the broader community. We are proud and active members of the Sustainable Schools program. We have current registration with eSmart, and actively engage our students in the Bully Stoppers program.
Parents are strongly encouraged to be involved in the development of their child¿s academic learning program, and as part of the broader school community. We work closely with parents to host information sessions, a Parents and Friends group, a fundraising group, open days and various sporting and musical events. Our School Concert is the highlight of our calendar year.
Naranga School is identified as having a low socio-economic band. We received additional funding under Equity Reform. This money was used to support individualised learning programs for students through smaller class groups, explicit instruction, additional education support staff and therapy services.
In 2025, 162 students are enrolled and supported by teachers and education support staff, including a psychologist, speech pathologist, mental health practitioner and occupational therapist. Leadership comprised a Principal, 2 Assistant Principals, 2 Leading Teachers and 3 learning specialists. Maggie the school¿s therapy dog, provides individual and group support to students across the school 5 days per week.
SC 1. Educational leadership
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Outstanding capacity for visionary and exemplary educational leadership of a school or college.
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Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC 2. Financial, managerial and administrative ability
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Outstanding financial, organisational and resource management skills.
SC 3. Planning, policy and program development and review
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Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
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Demonstrated ability to implement Department policies to a high level.
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An understanding of and a commitment to, the use of learning technologies to improve teaching and learning.
SC 4. Leadership of staff and students
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A highly developed capacity to motivate staff, develop their talents and build an effective team.
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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.
SC 5. Interpersonal and communication skills
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Highly developed interpersonal and communication skills in individual, small group and community contexts.
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Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
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An ability to work with parents and the community to develop a strong learning environment.
SC 6. Local Criteria
Demonstrated capacity to lead and build leadership, teachers, and education support staff capability in implementing whole-school inclusive practices that support a diverse cohort of learners with additional needs. Proven ability to foster a culture of inclusion, ensuring all students can access, participate in, and achieve success within high-quality learning environments through evidence-based teaching, collaborative practice, and differentiated support.
Typically, assistant principals perform one or more of the following functions:
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supervision and coordination of the work of school curriculum leaders and level coordinators;
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allocation of budgets, positions of responsibility and other resources within the area of responsibility;
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supervision of the delivery of teaching programs;
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management of programs to improve the knowledge and experience of staff;
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responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
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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
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
The Assistant Principal Curriculum - reports directly to the Principal and provides strategic leadership to improve teaching quality, curriculum implementation, student learning outcomes, and staff capability across the school. The role leads evidence-informed improvement initiatives, promotes inclusive and culturally safe practices, and contributes to whole-school leadership and strategic planning.
Leadership and Accountability
Provide strategic leadership in curriculum, teaching and learning to improve student achievement.
Lead the implementation of the Victorian Teaching and Learning Model (VTLM) 2.0 and Victorian Curriculum 2.0.
Contribute to whole-school leadership through policy development, strategic planning and school improvement initiatives.
Promote culturally safe, inclusive and equitable practices across the school.
Foster staff wellbeing and sustainable work practices.
Teaching, Curriculum, Assessment and Instructional Leadership
Lead the analysis of student learning data in collaboration with Teaching and Learning Leading Teachers and Learning Specialists to improve engagement, attendance, behaviour and learning growth.
Lead the consistent implementation of VTLM 2.0 aligned with the School Strategic Plan (SSP) and Annual Implementation Plan (AIP).
Develop and oversee implementation plans that build staff capability in evidence-based teaching practices.
Lead the development, implementation and continuous improvement of a guaranteed and viable P¿12 and Specialist curriculum.
Oversee VPC, ASDAN, VET and SBAT programs in years 10-12
Model exemplary classroom practice and instructional leadership.
Coordinate instructional coaching, classroom observation and feedback processes with Curriculum Leading Teachers.
Oversee whole-school assessment and reporting processes, including semester reports and common assessment tasks, using Accelrus.
Ensure teaching resources are used effectively to maximise student outcomes.
Embed supported application and curriculum planning practices across all learning areas.
Oversee the curriculum documentation required to support Disability Inclusion Profile applications.
Collaborate with the timetabling team to develop an effective P¿12 staff timetable.
Oversee diagnostic assessment processes, including PM Benchmarking, Essential Assessments and Writing All Tools Curriculum.
Oversee and support collaborative planning and professional learning communities.
Improve teacher practice through coaching, mentoring, modelling and professional learning.
Lead the Professional Development cycle, supporting staff goal setting, performance and professional growth.
Support provisionally registered teachers to achieve full Victorian Institute of Teaching (VIT) registration.
Mentor Leading Teachers and Learning Specialists to strengthen instructional leadership and build leadership capacity across the school.
Governance and Committees
Oversee Professional Learning applications and present recommendations to the Consultative Committee.
Excellence in Teaching and Learning Leadership Team.
Teaching and Learning Implementation Team.
The Assistant Principal has leadership responsibility for:
Teaching and Learning Leading Teachers (P¿6, Years 7¿12 and Specialist).
Learning Specialists (Years P¿12).
