Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 2
Occupation: Principal and assistant principal
Location: Gippsland - East Gippsland
Reference: 1538199
(a) Vision and values
Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.
(b) Teaching and Learning
Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.
(c) Improvement, Innovation and Change
Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.
(d) Management
Demonstrated capacity to ensure that the school's human, physical and financial resources are efficiently allocated and managed.
(e) Development
Demonstrated capacity to create a professional learning community that is focused on the continuous improvement of teaching and learning, supporting all staff to achieve high standards and commitment to their own learning and wellbeing.
(f) Engagement
Demonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities.
The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the deployment of resources provided by the Department and the school community.
At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters, that the decisions of the council are implemented and that adequate support and resources are provided for the conduct of council meetings.
The principal is accountable for the overall management and development of the school within statewide guidelines and Government policies. A clear set of accountabilities, which distinguish their work from other members of the Teaching Service and the education community are set out in detail in the contract of employment.
The core accountabilities of all principals are to:
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 [email protected]
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
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:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
To be eligible for appointment as a principal a person must either:
Lindenow South Primary School is a small rural school located in East Gippsland. The students come from as far as Bairnsdale, although the majority are from the local Lindenow South community. The school's vision is centred on nurturing well-adjusted individuals who are motivated to achieve their full potential in a dynamic and supportive setting. The school values are:
Connect
These values emphasise critical thinking about global issues, analytical skills for lifelong learning, a growth mindset, and fostering connections at personal and local levels.
The school is dedicated to creating a friendly and caring atmosphere where every student can reach their personal best in both academic and social endeavours. This commitment is evident in the stimulating and supportive educational environment it provides, benefiting not only students but also teachers and parents. The school consistently sets high goals for itself and the local community.
In 2026, the school had a total of 16 students. These students are learning across two classrooms under the guidance of a teaching principal, a part-time teacher and two education support officers. Due to increased enrolments in 2027, students will be learning across two classrooms.
The school's overall socio-economic profile is based on the Student Family Occupation and Education (SFOE) index. The schools SFOE band value is: High. A `High" band represents a high level of socioeducational disadvantage.
The school has aligned teaching practices to the VTLM 2.0 and the Department's approach to teaching reading and mathematics. A specific highlight is the designated Literacy and Numeracy Block, which allows students to engage deeply with core learning skills and strategies. The staff have integrated a phonics focus across reading, writing and spelling units. Staff were also provided with professional development focused on the structure of delivering mathematics. Additionally, practical hands-on learning experiences are facilitated in the school's kitchen and garden program, linking these activities to classroom curricula such as science and health.
Teacher judgement of student achievement against the Victorian Curriculum indicates strong performance; and with only very small cohorts of NAPLAN data available. Students are well supported through regular Student Support Group meetings and individual education plans with student-centred learning goals.
All students participate in the MARC van program or Science/Art lessons on a fortnightly basis. This provides an avenue to explore extra-curricular activities in addition to the regular classroom program.
The school continues to use the School Wide Positive Behaviour Support framework to guide its approach to wellbeing, manage student behaviour, and create a positive and inclusive learning environment for all. Considering the size of the school, it is pleasing that the 3-year average relating to sense of connectedness (86.8%) is higher than both the state and similar schools' average. The 3-year average for management of bullying (68.8%) is unfortunately lower than the state and similar schools' averages. School leadership monitors attendance data and uses targeted initiatives that have a positive impact on the school community.
The expansive school grounds feature an oval, tennis courts, two playgrounds and a kitchen garden. The `Playground to Plate' program involves students caring for and maintaining the vegetable garden and orchard weekly and using garden harvest to prepare and cook meals fortnightly in the purpose-built kitchen. The playgrounds sit amongst established trees and landscaped gardens and feature slides, climbing frames, monkey bars, sand pit, Giant Chess, four square and hopscotch courts, and several undercover seated areas. Throughout 2026, school leadership has continued to participate in the planning phase of a new construction involving staff and student bathrooms, a cleaning/storage area, and an additional playground next to the basketball court.
The percentage of parents endorsing their General School Satisfaction, as reported in the annual Parent/Caregiver/Guardian Opinion Survey, is slightly higher than the similar schools and state averages. A small number of parents are engaged through an active School Council that works closely with the staff and the principal to provide guidance and access to external fundraising opportunities.
For further information, please visit our website
www.lindenowsthps.vic.edu.au