Assistant Principal-Range 2 - Wellbeing and Operations

Occupation: Principal and assistant principal

Location: Melbourne - Northern suburbs

Reference: 1544693

Location Profile

Lalor Secondary College is a co-education school for students in Years 7 to 12. The school has provided the communities of Lalor, Thomastown and Epping with educational opportunities that prepare our students for their chosen pathway, be it tertiary study, trade or workforce.Our mission is to provide opportunities in a caring and supportive learning environment so that our students improve their capacity to become socially responsible, caring and confident contributors to the 21stcentury.

Due to the high demand in our local community, the school will continue to have a ceiling at Year 7 for 170 to 180 students. The schools student population ranges from 1000 to 1050 studentsTheschoolscorevaluesofPride,Achievement,Caring,CooperationandHonestyareembeddedinourwellbeingandteachingpractices,aswellasourStudentCodeofBehaviour. Highexpectationsandwelldevelopedpolicyandpracticesensureacalmteachingenvironment thatallowsthefocusoftheclassroomtobecentredaroundtheteachingandlearning.Thehighexpectationsaredrivenbyastudentculturewherestudentsmotivateandinspireeachothertoachieveexcellenceintheacademicfield,appliedlearningfieldorthroughtheextra-curricularprogram.

Theextra-curricularprogramissupportedbybothstudentandstaffledclubs.SomeoftheseincludetheScienceandMathsclubs,MacedonianFolkDancingClub,ArtClub,AnimeClub,Walking Club, Mindfulness Club, Breakfast Club,HorticultureClub,SportsProgram,House Program,MusicProgram,Year12Mentor ProgramandChessClub.ThisalsoincludesauniquepartnershipwithABCN thatprovidesnumerousleadershipopportunitiestoourstudentsthatsupportsthestudentleadershipstructuresofthe College.TheschoolhasanestablishedanddedicatedWellbeingTeamthatdeliversacoordinatedapproachtotheStudentWellbeingProgramsthathavebeenembeddedintotheschoolcurriculumandculture.Someoftheseprogramsinclude`YogaThursdays',PeerSupport,AfterSchoolHomeworkClub,AnimalAssistedTherapyandthePre-OrientationProgram.TheCollegealsooffersdistinctiveeducationalprogramssuchastheYears7to10differentiatedMathsprogram,Years7to 9LiteracySupportProgram,HighPotentialLearningProgram,Years7to12languageprogramofferingMacedonian,Greek, ItalianandFrenchandanextensiveelectiveprograminYears9and10.

Selection Criteria

SC1 - 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.

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 Department 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.

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

Role

The Assistant Principal ¿ Wellbeing and Operations is a member of the Principal Class and provides strategic leadership across student wellbeing, Disability Inclusion, occupational health and safety, school operations, community engagement and whole-school organisational processes.

The position is responsible for ensuring that the school's wellbeing and operational systems are strategic, coordinated, compliant, responsive and focused on creating a safe, inclusive and supportive environment in which every student and staff member can thrive.

The Assistant Principal will lead the school's Wellbeing Team and provide strategic oversight of the implementation of the Department of Education's Disability Inclusion reforms, ensuring that reasonable adjustments, inclusive practices and student support processes are embedded across the school.

The position will also lead the school's Occupational Health and Safety program, including the development, implementation, monitoring and review of systems that promote the health, safety and wellbeing of staff, students, visitors and contractors.

As a senior operational leader, the Assistant Principal will coordinate a broad range of whole-school activities and processes, ensuring that resources, systems, people and communication are effectively aligned with the school's strategic priorities.

The Assistant Principal ¿ Wellbeing and Operations will work collaboratively with the Principal, Assistant Principals, Leading Teachers, Learning Specialists, Student Programs Leader, Sub-School Leaders, Curriculum Leaders, Wellbeing Team, Education Support staff, students, families, School Council and external agencies.

The role provides strategic leadership that ensures the school is a safe, inclusive, well-organised and connected learning community. The position leads student wellbeing, Disability Inclusion and OHS while providing oversight of key operational, community engagement and organisational processes.

Through strong systems, effective leadership, collaborative relationships and a commitment to continuous improvement, the Assistant Principal ensures that every student is supported to participate, belong, achieve and thrive, while staff are provided with a safe, supportive and professionally effective working environment.

The position also has responsibility for an allocated Sub-School and provides leadership in relation to student welfare, discipline, attendance, case management, parent communication, enrolments and student support.

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 (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 marrung@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 employment conditions and working arrangements.
• Appointment of successful applications 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 employment conditions and working arrangements.
• Appointment of successful applications will be made subject to a satisfactory pre‑employment conditions check.
• All staff employed by the Department and schools have access to a broad range employment conditions and working arrangements.

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 ...)

Applications close Wednesday 30 September 2026 at 11.59pm

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