Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 3
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1501140
(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
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:
Syndal South Primary School is in the City of Monash in the leafy urban area of Mount Waverley approximately 23.6 kilometres from the Melbourne Central Business District. The school was founded in 1964.
In 2024 year we celebrated the opening of a new building that accommodates the administration area, staff amenities, staff work areas and meeting rooms, six classrooms and internal student toilets. We refer to this building as Block A. The remaining block is referred to as Block B which houses eight classrooms. The school has allocated two over entitlement rooms in this block to the Out of School Care program ¿ TeamKids. There is a converted `shelter shed¿ used for Music, a standalone art room and a Building the Education Revolution facility. The school prides itself on its spacious grounds. There are three established play-equipment areas, a basketball, and a netball court, two ovals, and a unique wetlands area. The hall is used for school activities and events and is hired out for afterhours activities.
Our student enrolment in 2025 was 330 students.
Our current student enrolment draws from diverse cultural backgrounds, many with a Language Background Other Than English (LBOTE) and with English as an Additional Language (EAL) which accounts for 44% of our students. There are 14 international students enrolled. There are 14 nationalities represented, and we relish this diversity and celebrate it at every opportunity.
The Student Family Occupation (SFO) index was 0.2011 and the Student Family Occupation Education (SFOE) index was 0.1278.
There are 15 currently straight classes, from Foundation to Year 6. The 2025 staffing profile consists of 18.76 full time equivalent (FTE) teaching staff (6 part time) and 5.29 (FTE) support staff (1 full time & 9 part time). Within the staffing profile, the school has a Principal, Learning Specialist, Leading Teacher, Classroom teachers, EAL and Tier 2 support and Education Support staff which includes office and integration staff. We have specialists¿ teachers in Physical Education, Music, Visual Arts and Japanese, Our students from Foundation to Year 6 are provided with a broad, rich, and differentiated curriculum designed for a diverse range of learning styles and student abilities with opportunities for support and enrichment at all levels. The school leadership and staff are intentional and purposeful in pursuing the optimal learning experiences for each student and as such, seek to provide all children with instruction that is personalised, evidence-based and technologically rich. Student achievement is further supported through Professional Learning Communities (PLCs), where teachers work collaboratively to analyse and track student achievement data. This informs effective planning in combination with the Victorian Curriculum 2.0. PLC is a whole school approach that involves collaboration, sharing and ongoing critical reviewing of teaching and learning practices. All students are monitored and a rigorous process for identifying students in need of intervention is done through the PLC inquiry cycle. Once students are identified as needing support, they are either provided with targeted small group instruction provided by the classroom teacher and in some cases, students attend targeted Tier 2 intervention sessions in small groups or as individuals.
Camps are offered each year to students in Years 3 to 6. Each year level incorporates incursions and excursions regularly across the year to link real life experiences and learning. A variety of lunchtime clubs are on offer, Art club, Music activities, sports games, Japanese club, and Science club. The lunchtime clubs are a great opportunity for students to engage in activities outside the classroom. They allow the students to engage with friends, students from other classes, teachers and to learn new skills. The clubs are run by staff and our Year 6 student leaders and are open to all students at different stages across the school.
We offer several extra curriculum opportunities for our students which include aerobics, solar car and boat power challenge, instrumental music lessons, coding, chess, Victorian Science Talent Search and several after school activities which can be utilised for the development of the whole child and assist in developing self-esteem, confidence and resilience.
School tours will be available on:
Thursday 13th November at 4pm or email to arrange another date/time
Contact the Executive Officer Annette Bruce to book in.
PH: 9802 5277 or email [email protected]