1. Education Leadership
Outstanding capacity for visionary and exemplary educational leadership of a school or college.
High developed skills in leading and managing change including the readership of others in the process of change.
2. Financial, managerial and administrative ability.
3. Planning, policy and program development and review
Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
- Demonstrated ability to implement Department policies to a high level.
An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
4. Leadership Staff and Students
5. Interpersonal and communication skills
High developed interpersonal and communication skills in individual, small group and community contexts.
Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity
Local Criterion
Demonstrated ability to lead, research and develop high quality, evidence based pedagogy and engagement practice that is inclusive of all student needs and to support outstanding student achievement and wellbeing outcomes in the Early Years.
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:
- 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.
Truganina College is a Prep to Year 9 school of 1,700 students and 160 staff in Melbourne's western growth corridor, in the City of Wyndham. The College opened in 2015 and has grown quickly since. Our name honours Truganini, an Aboriginal Tasmanian woman believed to have spent time in the area, and our motto is Inspiring Excellence in Learning to Believe, Achieve and Succeed.
Classrooms run on explicit instruction, the Victorian Teaching and Learning Model 2.0 and Positive Classroom Management Strategies, so strong routines and high expectations hold from room to room. We teach Victorian Curriculum 2.0 through common curriculum materials that are carefully planned and refined by collaborative teams and taught in every classroom. Our Literacy program is grounded in structured approaches, including Little Learners Love Literacy in F-2.
The College's strong approach to teaching and learning shows in our results. Truganina College is a high-performing school, with NAPLAN outcomes that match or exceed similar and network schools.
Because we span the primary and middle years, transitions are important to us: from kindergarten into Prep, across the primary-secondary years, and on to senior secondary pathways beyond Year 9. Partnerships with local kindergartens, senior secondary schools, health providers and tertiary institutions support students and families at each of these points.
Our staff are as distinctive as our classrooms. Over 85% of our staff have come to Truganina College from overseas; a strength we celebrate. Our teachers bring training and experience from school systems around the world. We recruit to culture, appointing people for how they will work alongside colleagues as much as for their subject knowledge. Collaboration is how we make sure every staff member is supported and our teachers plan in teams, teach from shared materials, and are coached and mentored throughout their careers, whether in their 2nd year or their 20th.
We welcome applications from professionals committed to inclusive education and high expectations, who will contribute to a strong College community.
For further information about this position, please contact Rhiannon Porter, Director, Learning and Wellbeing, on 9368 9800 or [email protected].
