SC1. Educational Leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.
(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change
SC2. Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
SC3. Planning, policy and program development and review.
(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
(ii) Demonstrated ability to implement Department policies to a high level.
(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
SC4. Leadership of staff and students
(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.
(ii) 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. Demonstrate Interpersonal and Communication Skills
(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.
(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
(iii) An ability to work with parents and the community to develop a strong learning environment.
SC6. Community Criteria
Demonstrated capacity to lead and implement successful and sustained change management processes. Proven ability to develop the capacity of all staff to deliver Department of Education (DE) teaching and learning priorities, including 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;
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
- 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.
Established in 1915, Beaumaris Primary School has a proud history of providing quality education
for local students. The school is located in a quiet residential area close to beaches, sporting
facilities, shopping villages, and public transport. Its grounds feature beautiful gums, a well maintained
flexible pitch oval, and gardens showcasing native and indigenous plants. 2025 was a
successful year at Beaumaris Primary School, with continuity in the Leadership Team allowing for
the refinement of key implementation strategies. Our Principal Class, Learning Specialists, and
Strategic Direction Team continued their work and further strengthened the school¿s initiatives.
Beaumaris Primary School aims to be the leader. The leader within our Network, recognised for
exceptional student-focused outcomes, both academically and socially/emotionally. We strive to
be a school that is highly sought-after, inclusive and supportive of all students to achieve growth
across the curriculum. Our school is a model for best practice; a school that other schools visit to
share in best practice. Our school sets our students up for a lifetime of achievement and
success. At Beaumaris Primary School we believe we have a responsibility to shape the fabric
and identity of the school as a learning organisation which will meet the needs of contemporary
learners. Our school values are central to our school vision and provide a framework to guide the
ways in which we operate and interact. Respect, Resilience, Responsibility, Relationships.
In 2025, Beaumaris Primary School had an enrolment of 554 students - a slight increase? from
the previous year. The school operates with a straight grade structure and, in 2025, had 44.4
equivalent full-time staff, comprising 3 Principal Class members, 31 Teachers, and 11 Education
Support Staff. Beaumaris is well regarded for its focus on using the best available research to
inform teaching and learning. We take an explicit and systematic approach to teaching
fundamental knowledge, skills and concepts, providing students with a strong foundation to
support complex thinking and learning in later years. Our students are supported to be active
learners through opportunities that are challenging, engaging and designed to foster curiosity.
Beaumaris Primary School values strong connections with both the local and national community,
ensuring that all members model and teach inclusion, cultural safety, and respect for the
environment. Community partnerships are developed to promote wellbeing, and the school¿s
extensive and beautifully maintained grounds continue to impress and delight visitors. Our
Specialist Programs include Performing Arts, Visual Art, Japanese, and Physical
