SC1. Educational leadership
Proven ability to provide effective educational leadership within a primary school setting, including the ability to utilise evidence-based practices to drive continuous improvement in curriculum, pedagogy, and assessment across the school. Experience in managing staff, fostering a positive school culture, implementing strategies to enhance student learning outcomes and managing change including the leadership of others in the change process.
SC2. Curriculum development and Implementation
Demonstrated expertise in curriculum development, implementation, and evaluation, ensuring alignment with Victorian curriculum standards and associated frameworks.
KS3: Leadership of staff and students
A highly developed capacity to motivate staff, develop their talents and build an effective team.
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.
SC4 Interpersonal and communication skills
Highly developed interpersonal and communication skills in individual, small group and community contexts.
An ability to work with parents and the community to develop a strong learning community.
SC5. Strategic Planning & Resource Management:
Proven ability to contribute to strategic planning processes, including the development and implementation of school improvement plans that address the needs of diverse student populations. Experience in effectively managing resources, budgets, and facilities to support teaching and learning outcomes.
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
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.
Huntly Primary School has been an integral part of the Huntly community for over 150 years. The school is located on northern fringe of Bendigo. Huntly Primary School currently has an enrolment of 336 students.
Our workforce comprises 1 Principal Class, 22 teachers including part time staff and 15 education support staff.
The school is structured into four learning communities; Foundation/1 (five classrooms), 2 (three classrooms), 3/4 (four classrooms), 5/6 (three classrooms)
Specialist classes include; Physical Education, Performing and Visual Arts and a Chinese language program.
Huntly Primary School caters for an increasingly diverse population, with the proportion of students with English as a Second Language at 10% and First Nations students being 7%.
Our School Values (Respect; Resilience; Teamwork/Collaboration & Community) form the basis for how we interact with each other and support each other to ensure we have the best outcomes for our students
High expectations are held for every student at Huntly Primary School. Our educational priority is to promote high quality teaching and learning practices in a safe and stimulating learning environment and is differentiated to meet individual needs of a diverse range of students.
Huntly Primary School prides itself on recognising the leadership potential of our students and supporting their development in this area. Students are encouraged to participate in a range of additional activities that the school provides in sport, the arts, science and technology and caring for the environment.
Huntly Primary School has a number of wellbeing and engagement initiatives/programs/partnerships running simultaneously to ensure students have the social and emotional supports to build strong relationships, problem solve and engage positively with classroom programs. These include SWPBS, RRRR, The Resilience Project & Real Schools.
A school upgrade masterplan was developed in 2024, to cater for the growing student numbers and in 2026 construction of the new learning hub has started.
