Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Melbourne - Eastern suburbs
Reference:
Selection Criteria
Applicants are requested to present a written response to the key selection criteria below;
1. Educational leadership
a. Outstanding capacity for visionary and exemplary educational leadership of a school or college, with an emphasis on the education of at-risk and vulnerable young people.
b. Highly developed skills in leading and managing change including the leadership of others in the process of change.
2. Financial, managerial, and administrative ability
a. Outstanding financial, organisational and resource management skills.
3. Planning, policy and program development and review
a. Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes, regardless of students¿ starting points.
b. Demonstrated ability to implement Department policies to a high level.
c. An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
4. Leadership of staff and students
a. A highly developed capacity to motivate staff, develop their talents and build an effective team.
b. 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
a. Highly developed interpersonal and communication skills in individual, small group, and community contexts.
b. Exemplary values pertaining to personal qualities of objectivity, sensitivity, and integrity.
c. An ability to work with parents and the community to develop a strong learning environment.
6. Community Engagement
a. Ability to work with and support staff to engage with the community to maximise the opportunity to develop partnerships and provide assistance to achieve positive educational outcomes for students and the wider school community.
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:
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:
Other Information
* 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
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
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.
Location Profile
A tour of the school is available to all prospective applicants. Please see Croydon Community School - One student at a time in a community of learners for further details.
Note: We prioritise having the right people on our team, and being part of the leadership team of Croydon Community School requires the right person. We are looking for an assistant principal with character strengths in kindness, gratitude, fairness, curiosity, and bravery.
Please read the entire location and role description before considering applying.
Croydon Community School is a leader in the provision of education for students who are at significant risk of not completing secondary education. Factors which impact on students who enrol at Croydon CS include:
* Extended breaks in their previous education
* Profound mental health issues
* Traumatic experiences in their past and/or present
* Low learning confidence
* Deficit literacy and numeracy skills
* Deficit personal and social capabilities
* Diagnosed and undiagnosed disabilities
* Gender and sexual identity
These factors mean that the school¿s design and preferred way of working with students and their families/carers does not align with mainstream education, nor with everyone¿s personal philosophies. If you are not truly passionate about using a `whatever it takes¿ approach and having students at the centre of every decision you make, our school and this job are not for you. It is not fair on the young people at our school who have suffered traumas and require a very special approach, and too tough a gig for you personally if you do not have the personal strengths to match this approach.
The school assesses where necessary against the Victorian Curriculum and Senior Certificate requirements of DET and VRQA, whilst under the Big Picture Learning design at all year levels. Previous experience in a Big Picture Learning is not required, but a strong belief in Big Picture¿s 12 Distinguishers and philosophy, and an unwavering commitment to teach `One student at a time in a community of learners¿ is essential. For more information see A strong working knowledge of this model is not essential for applicants, but belief in unlimited possibilities for student growth and success, regardless of starting point, and being totally committed to doing whatever is necessary to achieve student growth in academic, personal and social learning is.
The school¿s focus is to build strong, appropriate relationships with students and to develop feelings of safety and confidence within each student so that their ability to learn new things is maximised. Deep understandings and a maturity to behave professionally and with appropriate boundaries when working with students and their families/carers is essential.
Every student has an individual education plan (IEP) and an individual learning plan (ILP) written by them with assistance from teachers and consultation with family/carers every term. Assessment of learning is conducted in Exhibitions which students present to teachers and families at the end of every term. Diagnostic assessments are also regularly completed, although our preferred focus in on formative assessment and the measurement of growth ahead of achievement levels. More information about the school can be found at our website
This position is for a person who is excited, curious, and open to learn lots about Big Picture Learning; works in a trauma-informed way; and is open to new ways of doing school; and leading a positive staff team.
The successful applicant will have a personal love of learning; who has hope for all young people; holds justice and fairness as essential moral beliefs; and approaches everything they do with excitement and energy. The goal is to improve every student¿s learning growth by a minimum of one year, every year, regardless of starting point, and to nurture students to adopt new beliefs. The successful applicant MUST be able to demonstrate a high level of emotional self-regulation and personal management practices to work daily with our marginalised and vulnerable children and young people who may have experienced complex trauma, including those who continue to experience it daily. Equipping them to live beyond the restrictions that they see themselves in is a priority for the school.
Applicants for this position are required to be able to demonstrate appropriate knowledge of the Victorian Curriculum and be both willing and able to apply these skills to the individualised and project-based approach of Big Picture Learning design.
Applicants should indicate in their responses to KSC other passions, and interests and how these will contribute to the school community.
Other relevant data to the school includes:
* Less than 5% of students live in the areas close to the school. Some travel for over an hour each way to attend.
* Currently 35% of the students are receiving additional funding under the Program for Students with Disabilities, and Disability Inclusion Program.
* Currently 20% of the students are living in Out of Home Care
* All students have additional needs, including learning disabilities, serious mental health issues, severe behaviour disorders and severe language disorders, social awkwardness, which will require you to adjust your educational approach to ensure learning for all students.
* Approximately half the students are neurodiverse.
* 75% of students commence significantly below expected levels in literacy and numeracy
* We are a Specialist school, NOT a special school.
* Mapping to Victorian Curriculum and Senior School Certificate learning outcomes are done by teachers in the background and are not used as negative motivators for students.
* The individualised and project-based focus of Big Picture Learning is our driver.
* Our assessment and reporting focus is on assessing to individual learner profiles, and a Graduation Portfolio, which leads to the awarding of the International Big Picture Learning Credential, warranted by the University of Melbourne.
Applications close Thursday 26 February 2026 at 11.59pm
Posted
13 February 2026