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
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.
About Berwick Primary School
Berwick Primary School is a thriving, high-performing school in the heart of Berwick. With approximately 855 students, we are large in size but personal in feel, a place where strong systems and structures create clarity and where every student is known, valued and supported.
We put the latest evidence-based research into action. Through explicit teaching, classroom design and collaborative practice, our staff are united by a commitment to what works. Strong systems
provide clarity and professional learning and coaching ensures teachers are supported to achieve their best.
Our vision is clear: Excellence in Every Classroom.
We are relentless in ensuring that all students develop strong foundations in literacy and numeracy, while also thriving through a rich, engaging, and inclusive curriculum.
What We Stand For
At Berwick PS, we believe that great culture drives great learning.
We:
- Keep students at the centre of every decision.
- Hold high expectations for learning and behaviour, balanced with genuine care.
- Use explicit, evidence-based teaching to reduce variance and lift outcomes.
- Invest in our people through professional learning, coaching and leadership opportunities.
- Build a culture of trust, respect and kindness where staff can do their best work.
Teaching and Learning at BPS
Every classroom is a place of high-quality, explicit instruction where routines support learning and engagement. Staff collaborate closely in teams, using data to inform planning and to celebrate growth. Our specialist programs add richness and variety, giving students opportunities to explore their passions and talents.
Who We're Looking For
We are seeking educators who:
- Have a strong commitment to improving student outcomes.
- Are reflective, open to feedback and eager to grow their practice.
- Thrive in a collaborative, professional team environment.
- Bring energy, creativity and resilience to their work.
- Share our belief that education changes lives and are ready to play their part.
Why Berwick PS?
- A clear vision and strong systems that set staff up for success.
- A supportive, collegial culture that values collaboration and growth.
- Opportunities to develop leadership skills and take on new challenges.
- A vibrant, inclusive community committed to helping every student achieve their best.
At Berwick PS, you'll join a team that is united in purpose, passionate about teaching and committed to making every classroom a place where students learn, grow, and achieve their best.
