Assistant Principal-Range 1- Instructional Practice and Pedagogy

Occupation: Principal and assistant principal

Location Profile

Ngarri Primary School is a beacon of education, fostering growth, diversity, and achievement. Situated in one of the fastest-growing areas in the region, our school stands as a testament to progress and innovation. Ngarri Primary Schoolopened its doors in 2023, equipped with state-of-the-art facilities, modern classrooms, and cutting-edge technology. Our commitment to providing the best education experience is evident in every aspect of the school's design and curriculum.

We celebrate diversity and inclusivity. Our student population represents a rich tapestry of cultures, fostering an environment that encourages global understanding and mutual respect. Cultural events, international days, and language programs contribute to a rich and inclusive learning experience.

We believe in the strength of community ties. Ngarri Primary School actively engages with parents, local businesses, and community organisations to create a supportive network for our students. Regular events, workshops, and community programs strengthen the bond between the school and the community it serves.

At Ngarri Primary School, we understand the important of academic success and personal growth. We provide a challenging curriculum that encourages critical thinking, creativity and curiosity. Our commitment to achievement extends beyond academics, encompassing sports, the arts and community service.

A tour will provide an opportunity to see our learning spaces, understand our context, hear more about our curriculum, wellbeing, and inclusion approaches, and meet the principal.

School tours will be held on:

Thursday 17thSeptember @ 4:15pm

Monday 21st September @ 4:15pm

Tuesday 22nd September@ 4:15pm

Selection Criteria

KSC 1 Educational Leadership and School Improvement
Demonstrated capacity to provide educational leadership that contributes to improved student learning, wellbeing and engagement outcomes.

KSC 2 Professional Knowledge and Practice
Demonstrated capacity to lead and support high-quality teaching and learning practices, with a strong understanding of the diverse learning, communication, behavioural and wellbeing needs of students with disability.

KSC 3 Professional Engagement and Staff Capability
Demonstrated capacity to lead, develop and support staff through professional learning, Professional Learning Communities (PLCs), peer observation, coaching and feedback, fostering a culture of collaboration, reflection and continuous improvement.

KSC 4 Leadership, Wellbeing and School Improvement
Demonstrated capacity to provide strategic leadership across a complex specialist school environment, including leading student wellbeing, behaviour and School-Wide Positive Behaviour Support (SWPBS), managing change and contributing to the effective implementation of school priorities.

KSC 5 Interpersonal Relationships and Community Engagement
Demonstrated capacity to develop and maintain effective, respectful and collaborative relationships with students, staff, families, allied health professionals and the broader school community.

Role

Assistant Principal - Instructional Practice and Pedagogy

• Embedding a consistent schoolwide pedagogical approach, ensuring that instruction is evidence based.
• Ensuring that instructional practice aligns directly with curriculum, unit and lesson plans
• Leading the codification and use of effective instructional practices including defining and recording classroom examples
• Leading and developing teacher professional learning
• Contributing to the leadership of PLCs
• Assisting with the development, implementation and maintenance of the school's strategic direction and policy development.

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 (seeWorkplace 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) viamarrung@education.vic.gov.au

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:

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:

• 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.
• 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).

Applications close Thursday 1 October 2026 at 11.59pm

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