Curriculum and Pedagogical Leadership

St Kilda Primary School is a vibrant and inclusive inner-city school of approximately 440students where life and learning is happy, energetic, evolving and engaging. Our school embraces diversity, reflecting the multicultural, creative and socio-economically varied nature of our local community. At St Kilda Primary School, we take immense pride in delivering high-quality educational programs that respond to the diverse needs, interests, and strengths of every child. Our dedicated staff are deeply committed to ensuring that each student is both challenged and supported to achieve their personal best. We place a strong emphasis on building solid foundational learning that enables true curiosity, creativity, and critical thinking to flourish. Our rich, evidence-based learning experiences nurture a genuine love of learning and empower students to explore with confidence and purpose. Our programs are continuously refined through reflection, collaboration, and the use of data to ensure relevance and impact. Grounded in our belief that every child can succeed, we strive to create an environment where students feel valued, inspired, and empowered to reach their full potential - academically, socially, and emotionally. This commitment to excellence and equity sits at the heart of everything we do. Our dedicated staff foster strong, respectful relationships with students and are deeply committed to helping them become responsible, active and compassionate members of society. We believe that these outcomes are best achieved through meaningful partnerships between home, school and the wider community. St Kilda Primary School proudly reflects the rich cultural diversity of both our local and national community. Through our programs, students develop appreciation and respect for different cultures, deepening their understanding of others through shared learning and friendship. We teach our children about Australia’s history, acknowledging and paying greatest respect to Aboriginal and Torres Strait Islander peoples. Our Guiding Principles, Relationships, Inclusivity, Growth, Heart and Thinkers, define who we are and underpin all that we do. They guide our actions, our teaching and our aspirations for every child at St Kilda Primary School. Selection Criteria 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. Financial, managerial and administrative ability Outstanding financial, organisational and resource management skills. 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. 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. 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 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 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. Please ensure that your application includes: Aresume including relevant experience as well as personal details (name, address and contact numbers, business and home) Asection 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. 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). #J-18808-Ljbffr