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: 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: School Specific Criteria
(i) Demonstrated capacity to lead and embed inclusive, relationship-based approaches that enhance student engagement and support the physical and psychological wellbeing, safety and care of all students within a diverse school community.
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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.
School Motto: Learning for Life
School Values: Kindness, Learning, Resilience & Respect
Nathalia Primary School is very proud of the educational opportunities available for our students, not only within our school but within the wider community. Each student's welfare is of paramount importance with established wellbeing practices in place across the school. The school enjoys high levels of student and community
engagement, family support and staff satisfaction. Nathalia Primary is a beautiful school that welcomes new members of staff to teach, engage and thrive in the Nathalia community.
The school is located in the thriving township of Nathalia, which was established along the banks of the picturesque Broken Creek, in the Moira Shire. The Broken Creek provides a beautiful spot for a coffee or lunch from the bakery or cafes located in town. There is a number of sporting and community groups for locals to become involved in along with an established culture of arts and creativity which can be found at the GRAIN store.
Nathalia is located within 30-40 minutes of Echuca, Shepparton, Cobram and Tocumwal all of which provide many and varied experiences should you wish to travel out of town, and, the Murray River and all it has to offer is only a stones throw away.
School Mission Statement
All students at Nathalia Primary School are empowered to learn and achieve, to experience high quality teaching practice and the best conditions for learning which equip them with the knowledge, skills and dispositions for lifelong learning and to shape the world around them. Our values of Kindness, Learning, Resilience and Respect are practised by the school community in line with our School Wide Positive Behaviour Program.
About Nathalia Primary School
Nathalia Primary School has a diverse student community, representing a broad range of socio-economic backgrounds. The majority of students reside locally or within the surrounding rural towns with many travelling by bus from Barmah, Picola, Yalca, Bearii, Kotupna, Waaia and all the area in between.
Due to continuing student population growth in 2026 we have operated nine classrooms (2 classes each of Prep, composite Grades 1 & 2, 3 & 4 and 3 grade 5 & 6 classrooms) along with specialist teachers in Music, STEM and Physical Education.
The school has a Mental Health & Wellbeing Team who support the students along with allied health professionals who visit regularly to ensure our students are receiving the assistance they require to be successful learners.
The staffing profile includes a Principal, Assistant Principal (this role), Classroom and Specialist Teachers, a Literacy Specialist and a Maths Specialist. Education Support staff play a significant role in supporting students at Nathalia Primary School, particularly within Disability Inclusion and Student Wellbeing, alongside a Business Manager in the school office.
The school has a fantastic staff who work together with a shared moral purpose, an emphasis on student wellbeing and continuous school improvement.
Academic progress and student wellbeing are intrinsically linked, with the child being the focus in decision making.
The school has been well supported through the ISS (Intensive School Support) program and is well positioned to implement processes to further improve instructional capacity, strengthen shared school values and embed sustainable improvement practices across the school.
School Role
This vacancy is for a full-time Assistant Principal to start on the first day of Term 4, 5th October 2026, or at a date negotiated with the Principal, Troy Woolley.
We are offering a flexible commencement date to provide time for the new AP to settle in to the area, the school, meet with other staff, plan and set up their office space at a time that suits them.
The position may suit someone looking for a tree change or just a change of scenery. Allowing them a chance to develop their leadership skills and become a part of a wonderful regional school (close to so many other vibrant community towns) with a growing student population and experienced staff who are willing to support the teaching team. Staff work closely together in their grade groupings with joint planning time allocated to provide an opportunity to assist with the growth of both teachers and their students.
Teachers are well supported with not only the joint planning time, but with ES allocations in classrooms and a fantastic wellbeing team who look after not only the welfare of the student co-hort but take time to check in on the staff as well.
