SC1 Educational leadership

• Outstanding capacity for visionary and exemplary educational leadership of a school.
• 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.

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;

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

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 http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

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.

Campbellfield Heights Primary School’s vision is to provide a safe, supportive and inclusive environment that empowers all students to have agency and success in their learning and to contribute positively as active citizens within their community.

The school has a total of 156 enrolments and 28 staff, including 2 principal class, 12 teaching staff and 14 ES staff.

Our school values of Successful Learners, Respect, Safety and Responsibility, have been developed via the implementation of School Wide Positive Behaviour Support Framework.

At CHPS we are committed to developing safe, respectful, responsible and successful learners by promoting a stimulating, positive and inclusive climate/environment. 

Founded in 1972, Campbellfield Heights Primary School is located in the City of Hume, approximately 15 kilometres from Melbourne’s CBD.  The school grounds include two main buildings and a Community Hub. Situated on a large allotment, there is plenty of space for the students to play and learn including a large oval, purpose-built pavilion, turfed sport courts, new playground equipment, garden and natural outdoor spaces. Campbellfield Heights Primary School is divided into composite learning cohorts.

Campbellfield Heights Primary School proudly supports its diverse community. The community enriches all aspects of our school life.  There is a strong social focus as evident through participation in Harmony Day, special themed weeks, character dress-up days, family sports, welcome to school BBQ and information evenings.

At Campbellfield Heights PS the staff profile ranges from graduate to highly accomplished teachers, along with a Principal, Assistant Principal, Leading Teacher, Learning Specialist, Student Wellbeing and Engagement Leader, Tutor, Speech Therapist, a Student Support Officer, HUB Coordinator and a wide range of Education Support Staff.

Staff at Campbellfield Heights PS work collaboratively in teams, supported by Leadership, to improve their skills, knowledge and delivery of the Victorian Curriculum so as to improve student outcomes.   Staff are supported to continually build their capacity as innovative educators through professional learning and reflection. Teachers work in teams using the PLC improvement cycle to become familiar and confident in using data and research to continually improve practice.

English, Mathematics and Wellbeing are at the core of the school’s teaching and learning program. The school provides targeted support to students through Wellbeing, Literacy and Numeracy intervention programs. Teachers are committed to providing explicit teaching to cater for individual learning needs through a differentiated curriculum.  They provide learning in a safe, caring and engaging environment.  Campbellfield Heights Primary school offers the following specialist programs; Italian, Visual Arts, Performing Arts and Physical Education. 

With an emphasis placed on creating a positive climate for learning by embedding the School Wide Positive Behaviour approach, students at Campbellfield Heights PS focus on specific skills to strengthen their relationships, build positive emotions, enhance personal resilience, promote mindfulness and encourage a healthy lifestyle.  The school fosters engagement among students, encouraging them to achieve and, ultimately, equip them with the qualities to enable them to flourish.