Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 4
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1521616
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.
Teaching and Learning
Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.
Improvement, Innovation and Change
Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.
Management
Demonstrated capacity to ensure that the school¿s human, physical and financial resources are efficiently allocated and managed.
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.
Engagement
Demonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities.
Community Criterion
Demonstrated capacity to unify the community, building trust and fostering relationships needed to deliver positive learning outcomes for students with diverse needs.
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
In addition to the registration requirements set out above, principal and teacher class employees in special settings and visiting teachers are required to have completed an approved year of study in an appropriate special education discipline for ongoing employment in special settings or as a visiting teacher.
https://www2.education.vic.gov.au/pal/recruitment-schools/policy-and-guidelines/qualifications
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:
Naranga School (Naranga) is located in Frankston for students aged 5 to 18 who have a mild intellectual disability. Our motto is 'Learning for Life', and we aim to prepare each student to be an active contributor within the community. We provide an engaging and comprehensive developmental curriculum that ensures each student will achieve personal success and achieve progress within a supportive environment. Programs are innovative and accommodate the students' individual learning and needs. Integrated and holistic learning opportunities are developed so that students acquire knowledge and experience within engaging activities. Classes range in size from 6 to 14 students, reflecting the students' individual needs and their capacity for independence.
In 2026, 166 students are educated and supported by 33 Teachers and 37 Education Support staff, including a Psychologist, Speech Pathologist, Mental Health Practitioner and Occupational Therapist. The Naranga leadership team is comprised of a Principal, 2 Assistant Principals, 2 Leading Teachers and 2 Learning Specialists. The current SFOE is 0.5670. Maggie and Bruce are the school's therapy dogs and provide individual and group support to students across the school, 5 days per week.
The staffing structure is designed to support and extend student learning by focusing on interests, skills and wellbeing. In addition to the traditional subjects such as English and Mathematics, the school offers learning opportunities through specialist activities in Health and Physical Education, The Arts, Digital and Design Technology and Science. Additional supports are provided through Student Wellbeing, Psychology, Speech Pathology and Occupational Therapy.
We offer comprehensive individualised learning for students, across all curriculum areas, for students working in the early levels of the curriculum through to students participating in the Victorian Pathways Certificate (VPC) and SBATs. Our ongoing commitment to learning enables students to access learning opportunities that focus on interests, skills and wellbeing.
The learning journey at Naranga is supported by School-Wide Positive Behaviour Supports and Restorative Practices, which are incorporated into daily school life. Students' achievements are regularly celebrated at every level: within classes, in sub-schools, across the whole school and in the broader community. We are proud and active members of the Sustainable Schools program. We are currently registered with eSmart and actively engage our students in the Bully Stoppers program.
For further information please visit our website: www.naranga.vic.edu.au/