Selection criteria 1: Educational leadership
i. Outstanding capacity for visionary and exemplary educational leadership of a primary school.
ii. Highly developed skills in leading and managing change including the leadership of others in the process of change.
Selection criteria 2: Financial, managerial and administrative ability
i. Outstanding financial, organisational and resource management skills.
Selection criteria 3: 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 and initiatives to a high level.
Selection criteria 4: 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
Selection criteria 5: 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.
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
Position Overview
Darnum Primary School is seeking an experienced, collaborative and highly capable educational leader to join the school¿s leadership team as Assistant Principal ¿ Wellbeing, Engagement and Instructional Leadership.
Reporting directly to the Principal, the Assistant Principal will provide strategic and operational leadership across significant areas of whole-school improvement. The role will have particular responsibility for student wellbeing, mental health and engagement, while also contributing to instructional leadership, staff capability development and the broader management and leadership of the school.
The Assistant Principal will work in partnership with the Principal to lead the implementation, monitoring and evaluation of the school¿s Strategic Plan, Key Improvement Strategies (KIS) and Annual Implementation Plan (AIP), with particular responsibility for identified wellbeing, engagement and associated whole-school improvement priorities.
The successful applicant will demonstrate a strong understanding of the relationship between student wellbeing, engagement and learning and will have the capacity to build the capability of staff through strategic leadership, coaching, professional learning, modelling and feedback.
The position requires a leader who can operate effectively across strategic, instructional and operational contexts and contribute to a culture of high expectations, collective efficacy, inclusion and continuous improvement.
Key Areas of Responsibility
1. Strategic School Improvement
The Assistant Principal will:
- Provide strategic leadership, in partnership with the Principal, for the implementation, monitoring and evaluation of identified Strategic Plan priorities, KIS and AIP actions.
- Lead designated whole-school improvement priorities, with particular responsibility for student wellbeing, engagement and mental health.
- Use multiple sources of student learning, wellbeing, engagement, attendance and behaviour data to identify priorities, monitor progress and evaluate impact.
- Support the development of coherent whole-school approaches that connect student learning, wellbeing and engagement.
- Contribute to school self-evaluation, strategic planning and annual implementation planning.
- Ensure improvement initiatives are evidence-informed, sustainable and aligned with Department priorities and school context.
2. Mental Health, Wellbeing and Student Engagement
The Assistant Principal will provide leadership across the school¿s MHIPS, Student Engagement and Wellbeing portfolios.
Responsibilities will include:
- Lead the implementation and ongoing development of the Mental Health in Primary Schools (MHIPS) initiative.
- Build staff capability in mental health literacy, early identification and appropriate response to student mental health and wellbeing needs.
- Strengthen whole-school approaches to student wellbeing, engagement, attendance, behaviour, inclusion and belonging.
- Lead the development, implementation and evaluation of universal, targeted and individualised approaches to supporting students.
- Strengthen connections between Tier 1 whole-school practices and Tier 2 and Tier 3 student supports.
- Support effective referral pathways and collaboration between students, families, school-based supports, allied health professionals and external services.
- Provide leadership in complex student engagement and wellbeing matters, consistent with Department policy and delegated responsibilities.
- Promote student voice, agency, connectedness and positive relationships as important contributors to student engagement and achievement.
The successful applicant will preferably be MHIPS trained or demonstrate the capacity and commitment to undertake relevant MHIPS professional learning and fulfil the requirements of the initiative.
3. Instructional Leadership and Coaching
A significant component of the Assistant Principal role will be building the capability and collective efficacy of staff.
The Assistant Principal will:
- Lead and contribute to a whole-school coaching approach that strengthens staff practice across wellbeing, engagement and teaching and learning.
- Coach, model, observe and provide feedback to teachers and Education Support staff to support professional growth.
- Work collaboratively with PLC leaders, Learning Specialists and other school leaders to strengthen consistent implementation of agreed whole-school practices.
- Support staff to use evidence, student data and reflective practice to evaluate the impact of their teaching and interventions.
- Facilitate professional learning and professional dialogue aligned with school improvement priorities.
- Support the development of consistent, evidence-informed approaches to teaching, learning, assessment, student engagement and wellbeing.
- Build leadership capability in others and promote collective responsibility for improving student outcomes.
The coaching component of the role will extend beyond wellbeing and engagement and contribute to the broader teaching and learning improvement agenda of the school.
4. Organisational and People Leadership
As a member of the principal class, the Assistant Principal will:
- Act as a key strategic partner to the Principal in the overall leadership, management and continuous improvement of the school.
- Exercise delegated responsibility for significant areas and functions of the school consistent with the role of an Assistant Principal and Department policy.
- Lead, supervise and support staff associated with designated areas of responsibility.
- Contribute to workforce planning, resource allocation, policy development and implementation, and organisational decision-making.
- Support staff performance and development processes and contribute to building a strong professional learning culture.
- Provide visible and responsive leadership across classrooms, professional learning teams and the broader school environment.
- Support the effective implementation of school policies, procedures and agreed whole-school practices.
- Undertake broader Assistant Principal and school leadership responsibilities as delegated by the Principal.
5. Child Safety, Inclusion and Student Welfare
The Assistant Principal will:
- Provide leadership that promotes a safe, inclusive and child-safe school environment.
- Support implementation of the Child Safe Standards and relevant Department policies, procedures and legislative requirements.
- Ensure student wellbeing, engagement and behaviour approaches maintain a strong focus on student safety, dignity, inclusion and participation.
- Promote inclusive practices and reasonable adjustments that enable all students to access and participate in learning.
- Work collaboratively with staff, families and external professionals to support students with complex learning, wellbeing and engagement needs.
- Model and promote professional conduct and decision-making that places student safety and wellbeing at the centre of school practice.
Leadership Profile
The successful applicant will be an educational leader who can move confidently between strategic leadership, instructional leadership, wellbeing leadership and school operations.
They will demonstrate the capacity to establish strong professional relationships while maintaining high expectations for student outcomes and staff practice. They will be able to lead improvement through evidence, collaboration, clear expectations, coaching and professional accountability.
Central to the role will be the ability to build the capability of others rather than relying solely on direct case management or intervention. The Assistant Principal will develop sustainable systems, structures and staff capability that strengthen the school¿s collective capacity to respond to student learning, wellbeing and engagement needs.
The successful applicant will recognise that student learning, wellbeing and engagement are interconnected and will work closely with the Principal and other school leaders to ensure these priorities operate as part of one coherent whole-school improvement approach.
Accountability
The Assistant Principal reports directly to the Principal and operates within the responsibilities, delegations and accountabilities applicable to Assistant Principals within the Victorian Teaching Service.
The role will be undertaken in accordance with Ministerial Order 1388, Department of Education policies and procedures, the school¿s Strategic Plan and Annual Implementation Plan, and other relevant legislative and regulatory requirements.
Position Responsibilities
- 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
- provide a child safe environment in accordance with the child safe standards
- 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
- determining the final form of any curriculum proposals which go to school council, and
- performance management and development of staff
- 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.
Darnum Primary School is a thriving rural school located approximately 7 kilometres east of Warragul, in the picturesque township of Darnum. With a current enrolment of 178 students, the school has a proud history of educating the local community for well over 100 years. Set amongst rolling green farmland with views towards Mount Worth, Darnum Primary School provides a welcoming and engaging environment for students and families from Darnum, Warragul and surrounding areas.
The school operates across eight classrooms, with single year levels in Foundation to Year 2, and composite classes from Years 3 to 6. A committed and professional team of staff work collaboratively to support student learning, wellbeing and engagement, ensuring that every student is known, valued and supported to achieve success. As part of the school¿s improvement architecture, a dedicated School Improvement Team (SIT) drives whole-school priorities. This includes a Learning Specialist focused on instructional coaching, a Mental Health in Primary Schools (MHIPS) and Student Engagement Leading Teacher, and Literacy and Numeracy Leaders who guide curriculum development and evidence-based practice across the school. Alongside this team we also have a Disability Inclusion Coordinator.
Our Vision of Darnum Primary School is 'an active and inclusive learning community of visible learners who strive to be the best they can be academically, socially and emotionally'. The school¿s values of Friendship, Respect, Organisation, Growth and Safety (FROGS) underpin all aspects of school life and are explicitly taught and modelled to develop confident, respectful and resilient young people.
Teaching and learning at Darnum Primary School is grounded in evidence-based practice, with a strong focus on explicit instruction in literacy and numeracy. Staff use data-informed practices to design targeted and responsive learning experiences that support growth for every student. There is a clear commitment to continuous improvement, with a focus on building strong foundations and extending students to achieve their full potential.
Student wellbeing is a key priority, supported through a whole-school approach that promotes inclusion, engagement and positive relationships. The school has an established partnership with The Resilience Project, which enhances the delivery of the Respectful Relationships curriculum and supports students to develop emotional literacy, resilience and positive mental health. A range of lunchtime clubs are offered throughout the week, providing students with additional opportunities to connect, explore interests and build a sense of belonging.
In addition to its core learning programs, Darnum Primary School offers a comprehensive specialist program including Physical Education, Japanese, Visual Arts, Music and STEM. These programs enrich student learning and provide opportunities for creativity, physical development and global understanding.
To support busy families, Darnum Primary School offers a school council-run Outside School Hours Care (OSHC) program, operating daily for both before and after school care. This program provides a safe, supportive and engaging environment for students beyond school hours, further strengthening the school¿s commitment to meeting the needs of its community.
Darnum Primary School values strong partnerships with families and the wider community, recognising that these connections are vital to student success. Parents and carers are actively encouraged to engage in school life and contribute to a positive and supportive learning environment where student achievement is celebrated.
Through its strong academic focus, commitment to wellbeing, and deep community connections, Darnum Primary School provides a high-quality and inclusive education that prepares students with the skills, knowledge and dispositions to thrive now and into the future.
