Assistant Principal - Student Welfare and Management

Overview

Work type: Full time

Salary: Salary not specified

Grade: Assistant Principal-Range 3

Occupation: Teacher

Location: Eastern Metropolitan

Reference: 1474150

Selection Criteria

Selection Criteria

Demonstrated expertise in leading whole-school wellbeing programs and initiatives, including the ability to develop and implement evidence-based frameworks that support the emotional, social, and psychological wellbeing of students.

Proven capacity to lead and mentor staff in creating safe, inclusive, and positive learning environments, including the ability to support staff with student behaviour, trauma-informed practice, and proactive engagement strategies.

Highly developed communication and interpersonal skills, with a demonstrated ability to build strong, respectful relationships with students, families, staff, and external support agencies to strengthen wellbeing outcomes.

Ability to analyse and use data to inform strategic decision-making, intervention planning, and targeted support structures to enhance student engagement and attendance.

Demonstrated instructional and strategic leadership capabilities, including experience in contributing to the school¿s broader leadership team, school improvement planning, and leading professional learning aligned with wellbeing priorities.

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

A Student Wellbeing Assistant Principal at John Henry Primary School is responsible for overseeing and implementing programs and initiatives that support the social, emotional, and mental health of students and staff. They focus on creating a positive and supportive school environment where students can thrive.

Student Wellbeing:

• Developing and implementing wellbeing programs:

This includes activities, workshops, and interventions to promote social skills, emotional regulation, and mental health awareness.

• Identifying and supporting students at risk:

They may work with students who are experiencing difficulties with their mental health, learning, or social interactions.

• Providing direct support and counselling:

They may offer individual or group counselling to students, and may also connect students with external support services.

• Promoting a positive school culture:

This involves creating a welcoming and inclusive environment where students feel safe, valued, and respected.

• Working with Allied Health professionals, teachers and parents:

They collaborate with Allied Health professionals, staff and parents to support students' wellbeing and address any concerns.

Staff Wellbeing:

• Promoting staff wellbeing:

They may offer professional development opportunities, wellness programs, and support for staff experiencing stress or burnout.

• Facilitating communication and collaboration:

They can help create a positive and supportive work environment where staff feel valued and respected.

• Developing and implementing policies and procedures:

They may help develop school-wide policies related to wellbeing and mental health.

General Responsibilities:

• Staying informed about best practices in wellbeing:

They keep up-to-date on research and trends in mental health and wellbeing.

• Building partnerships with external agencies:

They may work with therapists, counsellors, and other professionals to provide support to students and staff.

• Evaluating the effectiveness of wellbeing programs:

They regularly assess the impact of their programs and make adjustments as needed.

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

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.

Posted 02 May 2025