Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 4
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1517321
(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:
Essendon Primary School was established in 1850 and has a long history of serving the Essendon community. In 2017, the school undertook a comprehensive restoration and modernisation of its buildings, resulting in contemporary and flexible learning environments that support a range of pedagogical approaches. These include a blue screen room, wet areas, project spaces, and collaborative learning spaces designed to enhance student engagement and support diverse teaching and learning needs.
In 2025¿2026, the school further enhanced its outdoor learning and play spaces through the construction of a new playground, providing new, inclusive equipment designed to support physical activity, social development, and student wellbeing. The school grounds are well resourced and provide students with opportunities for active and passive play, social interaction, and physical development. Facilities include shaded seating and passive play areas, sandpits and play equipment, a synthetic turf soccer oval and running track, basketball courts, netball, and down-ball courts. Students also have access to the Windy Hill football oval during lunchtimes and for designated sporting activities.
Essendon Primary School currently has an enrolment of 365 students. The student population is culturally and linguistically diverse, reflecting the demographic profile of the local community.
The school is organised into five key learning areas: Foundation, Year 1/2, Year 3/4, Year 5/6, and Specialist programs.
The leadership structure comprises two Principal Class members, a Business Manager, two Learning Specialists, and five Professional Learning Team Leaders who oversee four year-level teams and one Specialist teaching team. This structure supports strong instructional leadership, professional collaboration, and a coordinated approach to whole-school improvement.
Specialist programs are offered in STEM, The Arts, Physical Education, Japanese, and Wellbeing, enabling students to engage and develop skills, interests, and talents across a broad curriculum. Additional extracurricular opportunities include instrumental music tuition, mathematics competitions, the school choir, Chess Club, and Kelly Sports lunchtime and after-school programs.
Essendon Primary School places a strong emphasis on community partnerships and shared responsibility for student learning and wellbeing. The School-Wide Positive Behaviour Support (SWPBS) framework is consistently implemented, with explicit teaching of the school values of Respect, Responsibility, Resilience, Kindness, and Achievement.
School Tour will be held for interested applicants on 10am - 11am. Please email [email protected] to register your interest for a tour. Please meet at the main office.