Assistant Principal Engagement & Wellbeing

Selection Criteria

Selection Criteria

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/carers and the community to develop a strong and positive learning environment.

SC6: Community Criteria

Demonstrated capacity to lead and embed inclusive, relationship-based approaches that enhance student engagement and support the physical and psychological wellbeing, safety and care of all students within a diverse school community.

Role

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.

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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

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).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

Location Profile

Assistant Principal 

Engagement & Wellbeing

Banum Warrik Primary School is seeking a passionate, relational and highly skilled Assistant Principal to lead Engagement & Wellbeing in our growing school community.

This is a unique opportunity for an experienced educator and leader who believes that relationships come first, and that learning thrives when students, staff and families feel safe, known and valued.

About the Role

The Engagement & Wellbeing Assistant Principal will play a key leadership role in shaping and leading whole-school approaches to student engagement, wellbeing and inclusive practice. This role is grounded in care, kindness, empathy and strong relationships, and supports our commitment to positive culture and high expectations for all learners.

The appointment will be staggered throughout Term 2, with an initial three-day teaching load to release Learning Specialists. As enrolments continue to grow, the teaching load will be progressively reduced at the start of Term 3, transitioning the role toward increased leadership and wellbeing oversight.

Key Responsibilities

• Lead and oversee whole-school student engagement and wellbeing frameworks
• Build strong, respectful relationships with students, staff, families and external agencies
• Support inclusive practices and positive behaviour approaches
• Work collaboratively with the leadership team to strengthen school culture
• Provide guidance and leadership in wellbeing-focused teaching and learning
• Support staff capacity building in the wellbeing and engagement space

You will bring:

• Strong and demonstrated teaching experience, particularly in the wellbeing and engagement space
• Proven leadership skills with a relational, people-first approach
• A deep belief in care, kindness and connection as the foundation for learning
• Experience supporting diverse learners and complex needs
• The ability to lead with warmth, clarity and consistency
• Alignment with Banum Warrik Primary School¿s values and community-focused culture

About Our School

Banum Warrik Primary School is located in the Cloverton Estate in Kalkallo, approximately 50 kilometres north of Melbourne along the Hume Freeway, within the North-West Victoria Region (NWVR). The school stands on the traditional lands of the Woiwurrung People.

The school opened in 2024 with 140 students and has grown to 430 students in 2026, with enrolments expected to exceed 1,000 in coming years. Banum Warrik Primary School is located in a developing community, surrounded by parks, playgrounds and sporting fields, with most students living locally.

Strong partnerships with families, local services and community organisations are central to our work. The Kalkallo North Community Centre, operated by Hume City Council and located adjacent to the school, provides maternal and child health services, kindergarten and community programs, strengthening local connections and family engagement.

The school features contemporary, purpose-built facilities designed to support both learning and wellbeing. Flexible and calm learning environments promote connection, collaboration and belonging. Facilities include a library, science/STEM rooms, food technology room, art room, performing arts space, full-sized gymnasium and canteen.

Our Community

Banum Warrik Primary School serves a culturally and linguistically diverse community. Approximately 80% of students have English as an Additional Language (EAL), with Punjabi, Hindi and Arabic being the predominant languages spoken at home.

Cultural responsiveness, inclusion and trauma-informed practice underpin our approach to learning and wellbeing. We are committed to building strong partnerships with families and honouring the diverse identities, cultures and experiences within our community.

Our Values and Philosophy

Our Statement of Values and School Philosophy guides all aspects of school life.

Vision
Every individual has the potential to be their best self and achieve success. We foster a love of learning, encourage personal growth and inspire excellence.

School Motto
Embracing Diversity, Supporting Inclusion, Striving for Excellence.

Mission
To provide a safe, caring and inclusive environment where individuals achieve their full potential through high-quality teaching and learning.

Objective
To empower students to become responsible, compassionate and engaged citizens equipped with the skills, knowledge and values to thrive in a changing world.

Values

• Respect ¿ We respect ourselves, others and our environment.
• Resilience ¿ We persevere when faced with challenges.
• Integrity ¿ We act honestly and do what is right.
• Authenticity ¿ We are true to ourselves and proud of who we are.

Our Approach to Wellbeing

Wellbeing, safety and inclusion are core to our school improvement agenda and aligned to FISO 2.0 priorities.

Staff implement inclusive education practices and trauma-informed approaches across a tiered model of support:

• Tier 1 (Universal) ¿ Whole-school positive behaviour expectations and culturally responsive practice.
• Tier 2 (Targeted) ¿ Small group interventions and targeted wellbeing supports.
• Tier 3 (Individual) ¿ Personalised interventions and case management for students with complex needs.

Restorative practices underpin our behaviour response framework. All staff share collective responsibility for the wellbeing, safety and care of every student.

Our Culture

Banum Warrik Primary School is committed to building a collaborative, inclusive and high-trust culture. Transparency, teamwork and collective efficacy guide our work. Staff operate within a multidisciplinary framework to ensure coordinated and responsive support for students and families.

As a growing school, Banum Warrik Primary School offers significant opportunity to shape systems, build culture and contribute to a strong and connected community.

Enquiries

For further information or an informal conversation about the role, please contact:

Anthony Potesta

0477 770 607

anthony.potesta@education.vic.gov.au