Assistant Principal-range 2 (assistant Principal-range 2)

Schools (Government)

Sunbury, VIC

Posted 1/13/2019

Location Profile

Killara Primary School, opened in 1993, is on the northwest fringe of Sunbury. With extensive, landscaped grounds, a large gymnasium and 172 seat performance-ready theatre, the school is well laid out with 2 core buildings comprising administration, 16 classrooms, library/resource centre, performing and visual arts spaces and 10 relocatable classrooms. The buildings are in good condition, our grounds are well maintained and all programs are well-resourced with an emphasis on technology, which includes interactive TVs in each classroom, a 1:1 Netbook Program in Year 5/6 and sets of netbooks and tablets in the P-4 learning areas, including class sets in the 3/4 area

With 550 students, Killara Primary School recognise the extraordinary responsibility and privilege it is to educate our students and their right to achieve their highest potential; hence their vision “Our Best, Every Child, Every Day’. Strong school values of Caring, Acceptance, Responsibility, Excellence, Support and Teamwork (CARES) support this vision.

Killara embraces a student-centred approach to developing literate, numerate and curious learners within an inclusive differentiated curriculum, with a focus that supports each child’s emotional, physical, social and cognitive/academic needs in a safe, engaging, challenging and positive learning environment.

At Killara it is recognised that students are powerful learners who must be actively engaged and challenged in the process of learning to ensure the best possible outcomes for all. The school community (teachers, students and parents) promote learning as an ongoing exploration of our world in an authentic way that encourages the learner to take risks.

Staff work collaboratively, with a strong emphasis on teamwork and shared leadership. A commitment to developing a Professional Learning Community, where all are responsible for the growth, well-being and development of all students is central, through refined use of data to determine learning needs, strong feedback procedures and a dedication to collaborative teaching teams. At Killara learning and teaching is based on sound, researched pedagogical practices that support high quality consistency of practice across the school.

Killara Primary School emphasises the following as important skills for their students’ future, as they live, learn and work in the 21st century:

  • ways of thinking (including creativity, problem-solving and learning to learn)
  • ways of working (including collaboration and communication)
  • tools for working (including information technology literacy)
  • ways of living (including citizenship and personal and social responsibility)

    The current student enrolment number is 527. Within this number, there are approximately 4% of EAL (English as an Additional Language) and 1% ATSI (Aboriginal and Torres Strait Islander) students. Killara Primary School had 43.94 equivalent full time staff made up of 2 Principal Class, 33.5 teaching staff and 5.91 Education Support Staff.

Selection Criteria

SC1. Educational Leadership

Outstanding capacity for visionary and exemplary education leadership of a school.

Exemplary capacity to lead whole school curriculum development and implementation.

Highly developed skills in leading and managing change including leadership of others in the process of change.

SC2. Financial, Managerial and Administrative Ability

Outstanding financial, organisational and resource management skills.

SC3. 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 Departmental policies to a high level.

An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

SC4. 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.

Highly developed capacity and commitment to lead a professional learning community through use of data to improve learning outcomes for all students.

SC5. 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.


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.


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.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at

Other Information
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Conditions of Employment
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Program Benefits
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