SC 1: Educational Leadership
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Outstanding capacity for visionary and exemplary educational leadership of a school or college in student engagement initiatives and processes including applied and authentic learning.
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Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC 2: Financial, Managerial and Administrative Ability
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Outstanding financial, organisational and resource management skills.
SC 3: Planning, Policy and Program Development and Review
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Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
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An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
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Demonstrated ability to implement Department policies to a high level.
SC 4: Leadership of staff and students
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A highly developed capacity to motivate staff, develop their talents and build an effective team.
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A clear capacity to foster a high expectations learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
SC 5: Interpersonal and Communication skills
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Highly developed interpersonal and communication skills in individual and small group and community contexts.
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Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
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Ability to work with parents and the community to build a strong learning environment.
The Assistant Principal reports directly to the principal.
The Assistant Principal - Diverse Learners/Disability Inclusion (P-12) is responsible for the strategic leadership of inclusive education and Disability Inclusion practices across the College. The role ensures coherence, consistency and continuous improvement in inclusive practices and support structures from Primary through to Senior Secondary.
The Assistant Principal works in close partnership with Campus Principals and the Principal Team to lead whole-school improvement aligned to the College Strategic Plan, Annual Implementation Plan (AIP), Disability Inclusion reforms, FISO 2.0 and Department of Education priorities.
Role Purpose
¿ Provide strategic leadership for high-quality inclusive education across P¿12.
¿ Lead the development, implementation and evaluation of whole-school disability inclusion practices.
¿ Ensure alignment of curriculum access, adjustments and supports across campuses and year levels.
¿ Build the capability of leaders and staff to effectively support students with disability and diverse learning needs.
Strategic Leadership ¿ Disability Inclusion
¿ Lead whole-school improvement in Disability Inclusion in line with FISO 2.0 and Department of Education Disability Inclusion reform.
¿ Translate the College Strategic Plan and AIP into clear inclusion priorities.
¿ Ensure consistent implementation of inclusive and evidence-based practices across P¿12.
¿ Lead whole-school approaches to reasonable adjustments, differentiation and high expectations for all learners.
¿ Support innovation and improvement in inclusive practice while maintaining rigour and consistency.
Curriculum Access and Inclusive Practices
¿ Provide oversight of inclusive curriculum planning, implementation and review across P¿12.
¿ Ensure alignment with the Victorian Curriculum, including inclusive practices within VCE, VCE VM and VCAA requirements.
¿ Lead whole-school approaches to adjustments, personalised learning and inclusive assessment practices.
¿ Monitor curriculum access to ensure both vertical and horizontal alignment for students with disability.
¿ Support high-quality inclusive practices that enable all students to access and participate in learning.
Inclusion Leadership and Capability Building
¿ Lead and develop a culture of inclusive practice and shared responsibility across the College.
¿ Coach and support Leading Teachers, Learning Specialists and middle leaders in Disability Inclusion.
¿ Lead professional learning aligned to inclusive education and school improvement priorities.
¿ Promote reflective practice through observation, feedback and professional conversations focused on inclusion.
¿ Support induction and development of staff in inclusive education and Disability Inclusion practices.
Data, Monitoring and Improvement
¿ Lead the strategic use of data to inform inclusive practice, adjustments and targeted intervention.
¿ Monitor student engagement, achievement, wellbeing and inclusion outcomes across P¿12.
¿ Oversee analysis of relevant data including PSD/Disability Inclusion profiles, NAPLAN, VCE and internal data.
¿ Ensure inclusion strategies are evidence-based and evaluated for impact.
¿ Report on disability inclusion outcomes to Leadership, School Council and DET as required.
Collaboration and Coherence (P¿12)
¿ Work collaboratively with Campus Principals to ensure P¿12 coherence in inclusive practice.
¿ Ensure Disability Inclusion priorities are consistently enacted across campuses.
¿ Lead collaboration with multidisciplinary teams, including allied health professionals and external agencies.
¿ Contribute to whole-school leadership decisions and strategic planning.
Staff Leadership and Professional Culture
¿ Model high expectations, professionalism and commitment to inclusive education.
¿ Support the development of a collaborative and accountable inclusive culture.
¿ Contribute to staff performance and development processes with a focus on inclusive practice.
¿ Promote staff wellbeing through sustainable and purposeful inclusion practices.
Compliance and Accountability
¿ Ensure Disability Inclusion practices meet Department of Education requirements and Disability Inclusion reform guidelines.
¿ Support compliance with NCCD requirements, individual education plans (IEPs), and adjustment documentation.
¿ Oversee processes related to Disability Inclusion Profiles and funding applications.
¿ Contribute to reviews, audits and accountability processes.
¿ Uphold child safety and inclusive education standards and College policies at all times.
Professional Expectations
¿ Model exemplary inclusive leadership and ethical practice.
¿ Demonstrate strong strategic thinking and decision-making in relation to inclusion.
¿ Maintain confidentiality and professionalism at all times.
¿ Uphold College values, inclusive education principles and child safety obligations.
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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.
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
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
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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
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
The Lakes South Morang College's motto, Aspire to Inspire, along with the values of Learning, Leadership, Teamwork and Respect, underpin all that the College aims to achieve. The College, a dual campus school (primary/secondary) of approximately 700 students, is situated in the outer-northern corridor of the City of Whittlesea, Melbourne, Victoria. Our College recognises the importance of partnership with parents/carers, and through this we acknowledge a shared commitment to, and a responsibility for, supporting student learning, engagement and wellbeing. The College is committed to providing a safe, supportive and inclusive environment for all members of our College community, and our teaching and learning programs promote the principles of tolerance, understanding, democracy and inclusion.
The College vision focusses on four key pillars for success: academic rigor; high expectations; school pride; and, a positive climate for change in our community.
Academic Rigor:
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Commitment to every student making 12 months learning growth annually.
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Provision of Learner Coaches who hold a strategic commitment to explicitly focus on individual student growth with parents/carers as key partners in the learning experience, ensuring that learning as a priority is enabled both at school and at home.
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Provision of student leadership opportunities and formal training, including: SRC; Peer Support; College feedback groups; work experience; further studies through VET and Melbourne Polytechnic; local Council initiatives; future careers forums; and excursions and camps.
High Expectations:
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Key performance data and indicators are shared with the College community and are used to identify improvement strategies for each campus, resourced through funding specific to the targets set in the Annual Improvement Plan.
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Individual Education and Pathway Plans are developed for each student, guiding their learning and progression through each year, supported by continuous reporting methods to both students and families, so that they have real-time information and ownership of learning progress.
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Student learning, wellbeing and engagement initiatives are underpinned by an invested College community that owns and drives the programs, affirmed by an active School Council that is the leading voice of the community, advocating: school pride; a positive climate for change; and, upholding protocols and processes that set the standard of high expectation across the College.
School Pride:
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College facilities are regularly upgraded to support high-quality and contemporary learning environments.
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College communications are curated to provide transparency of purpose and process. These include: Principal Newsletters; Aspire Magazine; social media presence; website; Compass; and, College notice boards.
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Celebration and recognition of learner achievement, which include: student and staff achievement awards; Year 6 and Year 12 College Valedictorians; and Alumni.
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Committed College community aligned to our College goals, that believe in our students and want to make a difference to their education.
Positive Climate for Change in our Community:
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Strategic communication of our changing College narrative within our local community to: strengthen College values; celebrate student success and academic rigor; and, build community connections with business, prominent community members and long-standing College partners.
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Increased involvement opportunities for parents/carers in school voice, fundraising, classroom support, facilities maintenance and curriculum program involvement.
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Enhanced transition programs from K-P and Years 6-7 to ensure students at these levels are well equipped and ready for change.
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Advocacy work to actively engage and present the College journey, vision and successes at key events, conferences and workshops organised by DE.
The College community is diverse, with a representative mix of many cultures, comprising 30 language groups and 180 students from EAL backgrounds. The College Student Family Occupation (SFO) index is 0.4472 and the Student Family Occupation & Education (SFOE) index score is 0.4472. In 2025, the College employs 99 staff members, comprised of: four Principal Class Officers; 62 teachers; and 34 Education Support staff. 20 teachers and 17 Education Support staff members worked in a part time capacity. The College employs one staff member who is of Aboriginal or Torres Strait Islander background.
Leadership has been strategically devised to cater equally for both campuses, embodying consultative and transparent models of shared responsibility and distributive leadership to enable approaches that provide strong foundations for improving student learning across the College. This includes: a College Principal; two Campus Principals; two Leading Teachers - Teaching & Learning; three Learning Specialists - Learner Agency & Engagement; and, one Learning Specialist - Disability Inclusion. Roles are aligned to DE FISO 2.0 dimensions for effective implementation of human and physical resources. Evolution of the staffing mix has led to increasingly experienced teachers with professional maturity - reflected in the number of teachers who are now in the band two classification range.
School Tours can be arranged by appointment only.
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