Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 4
Occupation: Principal and assistant principal
Location: Melbourne - Western suburbs
Reference: 1517745
(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 capacity to further strengthen an inclusive school culture that prioritises the wellbeing of staff, parents, students and the wider community. Proven ability to lead sustained improvement in school and student outcomes through a consistent, collaborative culture that maintains high expectations for all stakeholders
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:
Proudly nestled in the heart of Melbourne's western suburbs, Melton Primary School has been a cornerstone of education since 1870. With a rich heritage and a legacy that spans generations, our school stands as a testament to excellence and tradition. The historic bluestone building, an architectural gem in the rare Victorian Primitive Gothic style, is one of only seven of its kind in the state - an enduring symbol of our proud past. First opening its doors on May 17, 1858, Melton Primary School has continually evolved to meet the needs of our thriving community. Today, in 2024, we celebrate our role as a vibrant and dynamic learning hub, dedicated to delivering exceptional education to the ever-growing Melton Shire.
In 2024, Melton Primary School proudly welcomed 533 students, comprising of 257 females and 276 males. Our diverse and vibrant school community continues to grow, with 18% of students having English as an additional language and approximately 6% of our students identifying as Aboriginal or Torres Strait Islander.
Overall our demographic reflects a rich cultural tapestry and includes students identifying from a range of backgrounds including Samoa, India, New Zealand, Vietnam, Myanmar, United Kingdom, Pakistan, Philippines and Fiji. A small number of students hold refugee status and about 5% receive support through disability support programs. This diversity enriches our school environment, fostering an inclusive and dynamic learning community for all.
Melton Primary School's current vision is that it strives for our students to become active and independent learners by:
Encouraging students to become lifelong learners who value themselves, others and learning.
Promoting a social responsibility, resilience, perseverance and independence.
Providing a nurturing and challenging environment that promotes an enthusiasm for learning and prepares individuals to become reflective and valued members of society.
In order to deliver this core purpose our school will:
Demonstrate exemplary teaching and learning with innovative practices
Build strong partnerships between school, home and the wider community
Respect and embrace the diversity within our community
Recognise and celebrate effort and achievement
Promote a safe and caring environment.
Our school values are our School Agreed Behaviours and all that they encompass which are:
We are active learners
We respect others
We are safe
We are supportive
Over the past five years, student enrolments have gradually decreased, primarily due to adjustments in school boundaries following the opening of new Government Schools. Despite these changes, Melton Primary School continues to hold a strong and positive reputation within the local community. Each year, a select number of enrolments are approved for families residing outside the school boundary who wish to join our thriving learning environment. The school's SFOE index rating remains within the medium band ranking. In 2024, our dedicated staffing team included 1 Principal, 2 Assistant Principals, approximately 31.6 full-time equivalent Teacher Class staff, and 20.29 full-time equivalent Education Support Staff, all committed to delivering quality education and support to our students.