Location Profile
Our school is situated in a rapidly growing area between Manor Lakes, Bacchus Marsh and Melton. Enrolments are growing steadily, and with increased enrolments bring students from a wide range of backgrounds and ability levels. Our staff are committed to creating positive and productive classrooms that support teaching and learning, as well as wellbeing for all. Along with this, our focus on working closely with families, strengthening collaboration and building community connections is seen as key to our progress moving forward. Together, the commitment and capabilities of our staff, the engagement of our students and the support of our community make Eynesbury Primary School a supportive and positive place to teach and lead.
Eynesbury Primary School operates with a distributed leadership model designed to maximise impact across all areas of the school. A new leadership structure includes a Principal, an Assistant Principal P-2, an Assistant Principal 3-6, two Leading Teachers and three Learning Specialists with clearly defined portfolios across curriculum, wellbeing and inclusion, and Year Level Coordinators providing targeted team support. All leadership roles include coaching and mentoring, ensuring staff development and continuous improvement. This Assistant Principal role is a new role as part of this revised structure.
The Assistant Principal role is a senior leadership position focused on shaping the strategic vision and future direction of Eynesbury Primary School. Working closely with the Principal, and leadership team, this role provides high-level leadership and strategic influence across the school. Key responsibilities include:
* Supporting the Principal in high-level decision-making, governance and school operations.
* Leading whole-school strategic planning, policy development and operational excellence.
* Leading the development, monitoring and evaluation of the School Strategic Plan (SSP) and Annual Implementation Plan (AIP).
* Researching and applying best practice and evidence-informed strategies to improve teaching, learning, wellbeing and inclusion.
* Driving innovation and reflective practice, ensuring initiatives are strategically evaluated, refined and embedded to maximise student outcomes and staff capability.
* Overseeing curriculum planning, implementation and evaluation.
* Ensuring alignment with the Victorian Curriculum 2.0, Victorian Teaching and Learning Model 2.0 and evidence-informed instructional practices.
* Leading and coaching staff to enhance instructional capability and maximise student outcomes.
* Leading the strategic development and implementation of a school-wide wellbeing framework.
* Promoting positive mental health, social-emotional learning and resilience for students and staff.
* Monitoring school-wide engagement, behaviour and attendance, providing guidance and leadership as required.
* Overseeing targeted interventions and inclusive practice initiatives, ensuring alignment with school priorities, monitoring effectiveness and embedding across all classrooms and programs.
* Leading the documentation, evaluation and refinement of inclusion strategies to drive equity, access and improved outcomes for all students.
* Representing the school at professional, community and leadership forums.
* Undertaking other senior leadership functions to support the Principal and the school¿s strategic priorities.
The Assistant Principal takes a hands-on approach, actively engaging with the school community on a daily basis and through school and community events, visible in classrooms, on yard duty and interacting with students. With an open-door policy, they warmly welcome staff seeking support or conversation and students eager to share their work, fostering a collaborative environment where every teacher's voice is valued.
Eynesbury Primary School has state-of-the-art facilities, including classrooms, break out spaces, a gymnasium, stem room, visual and performing arts spaces, well-designed outdoor learning environments and expansive grounds. These facilities support a modern, evidence-informed approach to teaching and learning.
We are committed to fostering a healthy work-life balance for all staff. With school hours from 8:30am to 3:30pm, staff typically finish by 3:30pm, or 4:30pm on scheduled meeting days. As with all Principal Class roles, flexibility and extended hours are expected to meet the responsibilities of school leadership.
Potential applicants are highly encouraged to view our School Strategic Plan (SSP) and Annual Implementation Plan (AIP) found on our website, and also to attend a school tour. Please contact our Principal, Dawn Vassallo, at *************@ to organise a suitable time.
Selection Criteria
1. Educational leadership
* Outstanding capacity for visionary and exemplary educational leadership of a school.
* Highly developed skills in leading and managing change including the leadership of others in the process of change.
2. Financial, managerial and administrative ability
* Outstanding financial, organisational and resource management skills.
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. Specifically the VTLM2.0 with a lens on curriculum development
* An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
4. 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.
5. Interpersonal and communication skills
* Highly developed interpersonal and communication skills in individual, small group and community contexts.
* Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
* An ability to work with parents and the community to develop a strong learning environment.
6 Community - School and Educational
* Capacity to develop positive relationships with students, parents/ families, the local community and the greater educational community with the purpose of improving student outcomes.
* Demonstrated ability and commitment to establish an inclusive learning environment catering to the needs of all students by:
* engaging the school community in DE initiatives such as School Wide Positive Behaviours, Positive Classroom Management Strategies and Respectful Relationships.
* building the capacity of staff to cater for the diverse social and emotional needs of students.
Role
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.
Responsibilities
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;
Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
Diversity and Inclusion
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 *******@
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.
Child Safe Standards
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:///pal/child-safe-standards/policy
DE Values
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:///pal/values-department-vps-school-employees/overview
Other Information
Applications must include:
1. A cover letter providing contact information including home address, email and phone number.
2. A CV with a summary of:
* Experience
* Qualifications
* Subjects you are qualified or willing to teach
* Current VIT registration number and details
* The names, email addresses and contact details of three referees
3. Your written responses to the Key Selection Criteria
For ease of handling by the school, all documents can be¿saved as one pdf and uploaded to Recruitment Online.¿ Please also ensure that your name is included in the header of each document.
All applicants should ensure that their personal profile on Recruitment Online is up to date
Applicants seeking further information about the school or this position, are encouraged to:
* Visit the Eynesbury Primary School
* Contact the Principal, Mrs Dawn Vassallo, prior to the closing date of applications on 8015 2900 or email ************@
* Applications can also be emailed directly to the school prior to the closing date at ************@
Conditions of Employment
* 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:///hrweb/Pages/default.aspx
Qualification Requirements
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.