Assistant Principal-Range 3

Job posted: 24/06/2022
Applications close: 21/07/2022 (Midnight)
21 days remaining

21 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 27/01/2023 - 26/01/2028

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1285281

Reference: 1285281

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

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.

SC6 School Specific Criteria

  • Demonstrated capacity to engage deeply with a school’s local community and apply high-level innovative educational thinking in an all girls’ setting.


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.
  • provide a child safe environment in accordance with the child safe standards.
  • supervision of the delivery of teaching programs.
  • management of programs to improve the knowledge and experience of staff.
  • responsible for general discipline matters beyond the management of classroom teachers and year level coordinators.
  • contribute to the overall management of the school.
  • determining the final form of any curriculum proposals which go to school council.
  • performance management and development of teaching staff.


Additional Information:

  • Preferably no more than one criterion per page.
  • Position descriptions are reviewed regularly by the Principal, and may change by consultation to support the School Strategic Plan.
  • Please contact Nancy Sandilands on 03 9428 8955 if you are interested in a school tour and/or to request an information pack.

Who May Apply

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

EEO AND OHS Commitment

The Department of Education and Training 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.

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

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

Other Information

  • 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

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


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.

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Location Profile

Melbourne Girls’ College is an innovative learning community that believes every student can “lead and achieve”. We invest in every student’s academic and personal needs to ensure we have growth for all.


Our vision is to focus on the development of:
•    Personal, social and emotional wellbeing.
•    Creating global citizens, who are ethical leaders with a sense of stewardship for the future.
•    Academic growth, including in the areas of Science Technology Engineering Art and Mathematics (STEAM).
•    Sporting endeavours, particularly in rowing and aerobics.
•    Artistic endeavours, particularly in performance, visual arts and music.
•    Social endeavours, particularly in the promotion of diversity, sustainability and philanthropy.

Excellence - We value the pursuit of excellence in our achievements and aspirations while always striving to give our best.

Teamwork - We know we can achieve so much more when we work and learn collaboratively.

Diversity - We are a richer community when we are authentically inclusive, embrace difference and promote creativity and innovation.

Melbourne Girls’ College (MGC) was established in 1994 on the original site of Richmond Secondary College, which was closed in 1992. The College was envisaged as an innovative and exemplary environment for girls’ education. From humble beginnings of 300 students, today the College has flourished and grown to become a vibrant community of over 1400 students. We continue to honour the original vision of our founders and are proud of our reputation as a creative, safe, and supportive place of learning characterised by academic excellence, teamwork, and diversity.

The college has students from diverse backgrounds and over 60 nationalities including a strong International Students Program.  The staffing profile of Melbourne Girls’ College is made up of a College Principal, 3 Assistant Principals, 7 Leading Teachers, 6 Learning Specialists, 81.63 Teachers, Business Manager, including 24.37 Education Support staff.

In our short history, our reputation for excellence has grown so much that demand for enrolments exceeds available places. One reason for this is that MGC has consistently performed well in terms of academic excellence and university entry as well as in vocational pathways, reflecting our broad, inclusive, and rigorous educational approach. We are proud of our diverse school community and our ability to support every student within our school community to achieve best outcomes. We have built a culture that values the voice and influence of our students and understands the importance of providing tailored pathways for each and every student.

While our academic achievements are a publicly recognised strength of Melbourne Girls’ College, we are equally committed to the personal, social, and emotional wellbeing of our students. We recognise the intrinsic link between wellbeing and effective learning and have adopted a whole-school approach to wellbeing based on the Visible Wellbeing Framework.

The college’s house program creates a sense of belonging, and fosters enthusiasm, teamwork and leadership across a range of activities including annual swimming and athletics inter-house competitions.

In addition to the sporting competitions, there are competitions in music, art, debating, chess, and public speaking.

The college prioritises and celebrates success and growth in the whole person. MGC has a strong focus on sporting endeavours, particularly in rowing, aerobics, dance, and other school sporting programs. The college invests in creative, artistic endeavours and experiences for students, particularly in the performing and visual arts. MGC also offer a thriving extra-curricular Australian Airforce Cadets program and the college’s Sustainability Collective and environment projects are well known in the local and wider community.

In recent years MGC has developed a range of new facilities, ranging from a STEAM centre, and now a 400 seat Performing Arts Centre to serve both the school and the wider community. 

Assistant Principal-Range 3

Job type:

Full time / From 27/01/2023 - 26/01/2028

Job classification:

Not provided


Nancy Sandilands | 94288955

Assistant Principal-Range 3