Assistant Principal - Wellbeing Range 1

About this role

Selection Criteria SC 1. Educational leadership • Outstanding capacity for visionary and exemplary educational leadership of a school or college. • 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. • 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. SC 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. SC 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. SC 6. Local Criteria Demonstrated capacity to lead and build leadership, teachers, and education support staff capability in implementing whole-school inclusive practices that support a diverse cohort of learners with additional needs. Proven ability to foster a culture of inclusion, ensuring all students can access, participate in, and achieve success within high-quality learning environments through evidence-based teaching, collaborative practice, and differentiated support. Role The role will require applicants to: Demonstrated a high-level capacity and experience to triage and provide short-term wellbeing intervention, with knowledge and understand of relevant approaches, research, and policies to build student wellbeing and internal capacity of young people. Experience in the delivery of proactive/preventative programs, groups, and strategies where student wellbeing is considered through the lens of health and wellbeing promotion within a school environment, improving wellbeing for students at all stages of their wellbeing continuum. Demonstrated ability to provide high-quality guidance and leadership of others within a Wellbeing Team environment, where collaboration and teamwork improve professional practice and ensures positive outcomes are achieved for young people. Experience in the area of staff development and capacity building of staff external to the student Wellbeing Team, such as empowering and providing professional development for Teachers and Classroom Education Support staff. Highly developed collaboration, communication, and interpersonal skills, with a strong demonstration to connect and communicate with staff across a multi-campus school to improve practice and outcomes for all students Support staff in implementing High Impact Wellbeing Strategies (HIWS) for students with additional needs. Responsibilities Typically, assistant principals perform one or more of the following functions: • Oversee the Mental Health in Primary schools and adapt to accommodate students with additional needs. • supervision and coordination of the school OH&S policies and procedures; • allocation of budgets, positions of responsibility and other resources within the area of responsibility; • 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 [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. 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://www2.education.vic.gov.au/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://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview 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://www.education.vic.gov.au/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 . Location Profile Naranga is a school in Frankston for students aged 5 to 18 who have a mild intellectual disability. Our motto is ¿Learning for Life¿, and we aim to prepare each student to be an active contributor within the community. We provide an engaging and comprehensive developmental curriculum that ensures each student will achieve personal success and achieve progress within a supportive environment. Programs are innovative and accommodate the individual learning styles and needs of students. Integrated and holistic learning opportunities are developed so that students acquire knowledge and experience within engaging activities. Classes range in size from 6 to 14 students, reflecting the individual needs of students and their capacity for independence. We follow the Victorian Curriculum that sets out the knowledge and skills every student should learn during their first 11 years of schooling to become lifelong learners, confident individuals, and active and informed citizens prepared to navigate a diverse and changing world. An Individual Education Plan is developed for each student ¿ in consultation with families/carers and students. Our Senior Secondary Program offers students two distinct pathways, Victorian Pathways Certificate (VPC) and ASDAN (Award Scheme Development and Accreditation Network) Senior students also have the opportunity to participate in selected vocational education and training certificates. The staffing structure is designed to support and extend student learning by focussing on interests, skills and wellbeing. In addition to traditional subjects such as English and Mathematics, the school offers learning opportunities through specialist activities such as Health and Physical Education, The Arts, Digital and Design Technology and Science. Additional supports are provided through student wellbeing, psychology, speech pathology and occupational therapy. The learning journey at Naranga is supported by School-Wide Positive Behaviour Supports and Restorative Practices, which are incorporated into daily school life. Students¿ achievements are regularly celebrated at every level: within classes, in sub-schools, across the whole school and in the broader community. We are proud and active members of the Sustainable Schools program. We have current registration with eSmart, and actively engage our students in the Bully Stoppers program. Parents are strongly encouraged to be involved in the development of their child¿s academic learning program, and as part of the broader school community. We work closely with parents to host information sessions, a Parents and Friends group, a fundraising group, open days and various sporting and musical events. Our School Concert is the highlight of our calendar year. Naranga School is identified as having a low socio-economic band. We received additional funding under Equity Reform. This money was used to support individualised learning programs for students through smaller class groups, explicit instruction, additional education support staff and therapy services. In 2025, 162 students are enrolled and supported by teachers and education support staff, including a psychologist, speech pathologist, mental health practitioner and occupational therapist. Leadership comprised a Principal, 2 Assistant Principals, 2 Leading Teachers and 3 learning specialists. Maggie the school¿s therapy dog, provides individual and group support to students across the school 5 days per week.