Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1529509
Selection Criteria
SC 1: Educational Leadership
* Outstanding capacity for visionary and exemplary educational leadership of a school or college in student engagement initiatives and processes including applied and authentic learning.
* Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC 2: Financial, Managerial and Administrative Ability
* Outstanding financial, organisational and resource management skills.
SC 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.
* An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
* Demonstrated ability to implement Department policies to a high level.
* A highly developed capacity to motivate staff, develop their talents and build an effective team.
* A clear capacity to foster a high expectations learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
* Highly developed interpersonal and communication skills in individual and small group and community contexts.
* Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
* Ability to work with parents and the community to build a strong learning environment.
Role
The Assistant Principal - Diverse Learners/Disability Inclusion (P-12) is responsible for the strategic leadership of inclusive education and Disability Inclusion practices across the College. The role ensures coherence, consistency and continuous improvement in inclusive practices and support structures from Primary through to Senior Secondary.
The Assistant Principal works in close partnership with Campus Principals and the Principal Team to lead whole-school improvement aligned to the College Strategic Plan, Annual Implementation Plan (AIP), Disability Inclusion reforms, FISO 2.0 and Department of Education priorities.
Role Purpose
* Provide strategic leadership for high-quality inclusive education across P-12.
* Lead the development, implementation and evaluation of whole‐school disability inclusion practices.
* Ensure alignment of curriculum access, adjustments and supports across campuses and year levels.
* Build the capability of leaders and staff to effectively support students with disability and diverse learning needs.
Responsibilities
Strategic Leadership – Disability Inclusion
* Lead whole‐school improvement in Disability Inclusion in line with FISO 2.0 and Department of Education Disability Inclusion reform.
* Translate the College Strategic Plan and AIP into clear inclusion priorities.
* Ensure consistent implementation of inclusive and evidence‐based practices across P-12.
* Lead whole‐school approaches to reasonable adjustments, differentiation and high expectations for all learners.
* Support innovation and improvement in inclusive practice while maintaining rigour and consistency.
Curriculum Access and Inclusive Practices
* Provide oversight of inclusive curriculum planning, implementation and review across P-12.
* Ensure alignment with the Victorian Curriculum, including inclusive practices within VCE, VCE VM and VCAA requirements.
* Lead whole‐school approaches to adjustments, personalised learning and inclusive assessment practices.Monitor curriculum access to ensure both vertical and horizontal alignment for students with disability.
* Support high‐quality inclusive practices that enable all students to access and participate in learning.
Inclusion Leadership and Capability Building
* Lead and develop a culture of inclusive practice and shared responsibility across the College.
* Coach and support Leading Teachers, Learning Specialists and middle leaders in Disability Inclusion.
* Lead professional learning aligned to inclusive education and school improvement priorities.
* Promote reflective practice through observation, feedback and professional conversations focused on inclusion.
* Support induction and development of staff in inclusive education and Disability Inclusion practices.
Data, Monitoring and Improvement
* Lead the strategic use of data to inform inclusive practice, adjustments and targeted intervention.
* Monitor student engagement, achievement, wellbeing and inclusion outcomes across P-12.
* Oversee analysis of relevant data including PSD/Disability Inclusion profiles, NAPLAN, VCE and internal data.
* Ensure inclusion strategies are evidence‐based and evaluated for impact.
* Report on disability inclusion outcomes to Leadership, School Council and DET as required.
Collaboration and Coherence (P-12)
* Work collaboratively with Campus Principals to ensure P-12 coherence in inclusive practice.
* Ensure Disability Inclusion priorities are consistently enacted across campuses.
* Lead collaboration with multidisciplinary teams, including allied health professionals and external agencies.
* Contribute to whole‐school leadership decisions and strategic planning.
Staff Leadership and Professional Culture
* Model high expectations, professionalism and commitment to inclusive education.
* Support the development of a collaborative and accountable inclusive culture.
* Contribute to staff performance and development processes with a focus on inclusive practice.
* Promote staff wellbeing through sustainable and purposeful inclusion practices.
Compliance and Accountability
* Ensure Disability Inclusion practices meet Department of Education requirements and Disability Inclusion reform guidelines.
* Support compliance with NCCD requirements, individual education plans (IEPs), and adjustment documentation.
* Oversee processes related to Disability Inclusion Profiles and funding applications.
* Contribute to reviews, audits and accountability processes.
* Uphold child safety and inclusive education standards and College policies at all times.
Professional Expectations
* Model exemplary inclusive leadership and ethical practice.
* Demonstrate strong strategic thinking and decision‐making in relation to inclusion.
* Maintain confidentiality and professionalism at all times.
* Uphold College values, inclusive education principles and child safety obligations.
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.
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 the department's website.
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. 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 will be provided.
Qualification Requirements
* 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";
* 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).
Applications close Tuesday 16 June 2026 at 11:59pm.
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