Job Description
Location: Melbourne | Northern Metropolitan
Job type: Full time / From 28/01/2026 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1433208
Selection Criteria
SC1 EDUCATIONAL LEADERSHIP
(a) Outstanding capacity for visionary and exemplary leadership of a school setting
(b) Highly developed skills in leading and managing change including the leadership of others in the change process.
SC2 FINANCIAL, MANAGERIAL AND ADMINISTRATIVE ABILTY
(a) Demonstrated ability in the areas of financial, organisational and resource management.
SC3 PLANNING, POLICY AND PROGRAM DEVELOPMENT AND REVIEW
(a) Exemplary values appropriate to the development of student learning with a demonstrated capacity to implement initiatives to achieve high quality student outcomes.
(b) Demonstrated ability to implement Department policies to a high level.
(c) Demonstrate a broad understanding of and a commitment to, the use of learning technologies to improve teaching and learning.
SC4 LEADERSHIP OF STAFF AND STUDENTS
(a) A highly developed capacity to motivate staff, develop their talents and build an effective team with a focus on observations and coaching as key development strategies.
(b) A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their abilities and talents.
SC5 INTERPERSONAL AND COMMUNICATION SKILLS
(a) Highly developed interpersonal and communication skills in individual, small group and community contexts.
(b) An ability to work with parents and the community to develop a strong learning environment.
SC6 SCHOOL SPECIFIC
(a) Outstanding capacity to develop a positive whole school culture of inclusion and wellbeing, in which all students benefit from multi-tiered systems of support and evidence-based teaching that aligns with how students learn.
School Tour is available Tuesday, 3rd September, 2026 at 4.00pm.
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
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
Other Information
This role includes the following"
Behaviour Curriculum
HIWS
School Mental Health
SWPBP
Real Schools - circle time
Attendance
Professional Development
Actioning AIP Goals
Chronicles and behaviour management
ATOSS and student groups
Prep Enrolment Process
OWLs (Operational and Wellbeing Leader)
Class construction manager
Edusafe+
Daily organisation - CRTs
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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Glen Katherine Primary School is in Eltham North, a north-eastern, leafy suburb of Melbourne. Students are drawn from Eltham, Eltham North, Diamond Creek and Greensborough as well as Plenty, Yarrambat and Hurstbridge. Strong links with the local kindergartens and St. Helena Secondary College ensure a smooth transition process into and beyond GKPS. The school's 2026 enrolment is 560 students organised into 25 classes with class sizes in the P-2 area in the low 20's and mid-20's range from Year 3-6.
Our current staffing structure consists of Principal, Assistant Principal - Curriculum, Assistant Principal - Welfare and Wellbeing Coordinator, Inclusion Co-Ordinator, Learning Specialists, Sub-school Team Leaders, Operational and Wellbeing leaders, tutors, sub-school Professional Learning teams and specialist team. There are Education Support personnel in the office, a Business Manager, a trained First Aid Officer, an ICT technician, 12 Integration Aides, Out of School Hours Care Co-ordinator and assistants, and Canteen manager.
Parent participation and support is recognised as being essential to the continuing success of the school. There is no doubting the fact that children's learning is greatly enhanced when the home/school relationship is strong and connected. Contact with parents is through Compass which was introduced in 2020, our school website, information evenings, Three Way Conferences, direct teacher/parent contact and through involvement on School Council, Parent and Friends Association and the Grade Communicator Program.
Our school places students at the centre of our work. We offer ******** reading, writing and Maths lessons daily. Our school offers a whole-school phonetic program. Literacy and Numeracy Learning Specialists support teachers and classroom practice. ICT is used in all sections of the school being iPads and notebooks. We offer a full complement of specialist programs include PE, Mandarin, Visual Arts, Performing Arts, Science, Kitchen, Sustainability, Ignite (extension) and Boost (intervention) programs. Wellbeing is supported through the use of our wellbeing centre, social and emotional learning programs, circle time practices, mindfulness programs, SSG, lunch time clubs, social skills groups and alternative learning plans.
Our school provides itself on outstanding student attitude to school survey results, excellent parent opinion survey results and a wonderful reputation of a welcoming, supportive, and positive place for students, and staff to learn together.
Our values of Be Kind, Be Brave, Be Curious ¿ Be Your Best, are on display every day.
Job type: Full time / From 28/01/2026 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1433208
Selection Criteria
SC1 EDUCATIONAL LEADERSHIP
(a) Outstanding capacity for visionary and exemplary leadership of a school setting
(b) Highly developed skills in leading and managing change including the leadership of others in the change process.
SC2 FINANCIAL, MANAGERIAL AND ADMINISTRATIVE ABILTY
(a) Demonstrated ability in the areas of financial, organisational and resource management.
SC3 PLANNING, POLICY AND PROGRAM DEVELOPMENT AND REVIEW
(a) Exemplary values appropriate to the development of student learning with a demonstrated capacity to implement initiatives to achieve high quality student outcomes.
(b) Demonstrated ability to implement Department policies to a high level.
(c) Demonstrate a broad understanding of and a commitment to, the use of learning technologies to improve teaching and learning.
SC4 LEADERSHIP OF STAFF AND STUDENTS
(a) A highly developed capacity to motivate staff, develop their talents and build an effective team with a focus on observations and coaching as key development strategies.
(b) A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their abilities and talents.
SC5 INTERPERSONAL AND COMMUNICATION SKILLS
(a) Highly developed interpersonal and communication skills in individual, small group and community contexts.
(b) An ability to work with parents and the community to develop a strong learning environment.
SC6 SCHOOL SPECIFIC
(a) Outstanding capacity to develop a positive whole school culture of inclusion and wellbeing, in which all students benefit from multi-tiered systems of support and evidence-based teaching that aligns with how students learn.
School Tour is available Tuesday, 3rd September, 2026 at 4.00pm.
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
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
Other Information
This role includes the following"
Behaviour Curriculum
HIWS
School Mental Health
SWPBP
Real Schools - circle time
Attendance
Professional Development
Actioning AIP Goals
Chronicles and behaviour management
ATOSS and student groups
Prep Enrolment Process
OWLs (Operational and Wellbeing Leader)
Class construction manager
Edusafe+
Daily organisation - CRTs
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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Glen Katherine Primary School is in Eltham North, a north-eastern, leafy suburb of Melbourne. Students are drawn from Eltham, Eltham North, Diamond Creek and Greensborough as well as Plenty, Yarrambat and Hurstbridge. Strong links with the local kindergartens and St. Helena Secondary College ensure a smooth transition process into and beyond GKPS. The school's 2026 enrolment is 560 students organised into 25 classes with class sizes in the P-2 area in the low 20's and mid-20's range from Year 3-6.
Our current staffing structure consists of Principal, Assistant Principal - Curriculum, Assistant Principal - Welfare and Wellbeing Coordinator, Inclusion Co-Ordinator, Learning Specialists, Sub-school Team Leaders, Operational and Wellbeing leaders, tutors, sub-school Professional Learning teams and specialist team. There are Education Support personnel in the office, a Business Manager, a trained First Aid Officer, an ICT technician, 12 Integration Aides, Out of School Hours Care Co-ordinator and assistants, and Canteen manager.
Parent participation and support is recognised as being essential to the continuing success of the school. There is no doubting the fact that children's learning is greatly enhanced when the home/school relationship is strong and connected. Contact with parents is through Compass which was introduced in 2020, our school website, information evenings, Three Way Conferences, direct teacher/parent contact and through involvement on School Council, Parent and Friends Association and the Grade Communicator Program.
Our school places students at the centre of our work. We offer ******** reading, writing and Maths lessons daily. Our school offers a whole-school phonetic program. Literacy and Numeracy Learning Specialists support teachers and classroom practice. ICT is used in all sections of the school being iPads and notebooks. We offer a full complement of specialist programs include PE, Mandarin, Visual Arts, Performing Arts, Science, Kitchen, Sustainability, Ignite (extension) and Boost (intervention) programs. Wellbeing is supported through the use of our wellbeing centre, social and emotional learning programs, circle time practices, mindfulness programs, SSG, lunch time clubs, social skills groups and alternative learning plans.
Our school provides itself on outstanding student attitude to school survey results, excellent parent opinion survey results and a wonderful reputation of a welcoming, supportive, and positive place for students, and staff to learn together.
Our values of Be Kind, Be Brave, Be Curious ¿ Be Your Best, are on display every day.
💡 Quick Summary
Seeking a career-building opportunity? The Student Welfare and Management position is now open for candidates interested in the Government Job Alert sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Government Job Alert is a plus.
