Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 3
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1544285
(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.
(g) Community Criterion
Demonstrated ability to establish and engage in community connections, ensuring a positive and inclusive school culture which supports student wellbeing and engagement.
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:
Panton Hill Primary School is set in a semi-rural area, 38 kilometres North-East of Melbourne. The school has a long history dating back to 1871 and has catered for five generations of some local families. The distinctive brass bell, historic entrance building and former principal's residence give the school a strong historic focus.
The enrolment of Panton Hill Primary School in 2026 is 150 students. The Student Family Occupation Education (SFOE) is 0.21. The staffing profile of the school comprises the principal, 9.5 teaching staff (including a Learning Specialist and Mental Health and Wellbeing Leader), and 3.5 Education Support (ES) staff, including classroom inclusion support, a psychologist and business manager.
Our school has strong community links and values parent input and support. We are proud of our close-knit community school in which learning is a three-way partnership between students, parents and staff. Parents are welcomed into school life, both within and outside the classroom, participating in many curriculum, social and fund-raising events. The active and committed school council provides governance to management and policy processes.
The school has ample facilities to provide a full curriculum program. The school also has access to the community hall, tennis courts, football oval, the memorial park facilities and library bus. We are adjacent to and work closely with the local kindergarten. The extensive grounds include three areas of playground equipment, areas for both active and passive play, attractive gardens, grassed areas, a rotunda and vegetable garden. The school has a dedicated externally managed Out of School Hours Care facility (before and after school care programs).
Panton Hill Primary School provides quality teaching and learning programs and is working towards embedding the Victorian Teaching and Learning Model 2.0 into programs and practice. Literacy and Numeracy are recognised as the foundation of effective learning and life skills and are therefore given special emphasis within the school. Students are provided with a range of learning experiences to enable them to reach their full potential. Specialist programs include Physical Education, Music, Italian, Art, STEM, and Library. Panton Hill students are involved in interschool sport, competing against other local schools and a Year 3 to 6 Camping Program offers a variety of camping experiences. Staff plan as teams to provide continuous development in all areas from Foundation to Year 6.
Students have access to programs in instrumental music, swimming, family life and Life Ed. Regular excursions, Grade 6 Graduation and the end of year concert are important activities in the school calendar. Student roles and responsibilities include School Captains, Junior School Council and a variety of monitor roles. Class groups are multi-aged reflecting the developmental learning stages of children. An active Prep / Year 6 buddy program operates.
The teaching and learning program at PHPS aims for excellence and to equip students for the challenges of the future. The school has continued to provide all students with a range of learning experiences to help children develop their full potential, to encourage excellence; adapt to change and participate effectively in society.