Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 4
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1521629
(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
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:
Hallam Primary School is located in the City of Casey and has a current enrolment of 433 students. The school serves one of the most culturally diverse communities in the region, with over thirty languages other than English spoken across the community and approximately 72% of students having a Language Background Other than English. With a current SFOE of 0.5465, the school reflects a high level of socio-economic disadvantage. Equity funding is strategically allocated to provide additional supports and targeted intervention programs to ensure all students can access and engage successfully in their learning.
Hallam Primary School provides an inclusive, safe and orderly learning environment underpinned by high expectations that every student can learn and achieve success. The school implements comprehensive wellbeing supports, fair and equitable student management processes, and effective curriculum, assessment and reporting procedures. Staff work collaboratively and take collective responsibility for students' academic progress and wellbeing, fostering strong learning partnerships with students and families.
The leadership team consists of a Principal, two Acting Assistant Principals and three Learning Specialists, including a specialist in Disability Inclusion. The broader staff includes 35 teaching personnel, 24 Education Support staff and Allied Health professionals, including a Speech Pathologist, two Psychologists, an Occupational Therapist and an Art Therapist, providing additional targeted support for identified students. This multidisciplinary approach strengthens the school's capacity to respond to individual learning and wellbeing needs.
Many students commence Foundation developmentally vulnerable; however, through a structured and supportive learning environment, they make strong and progressive gains through to Year 6. Teaching practices balance explicit instructions alongside a variety of engaging programs and experiences that enrich and extend student learning. This integrated approach to wellbeing and academics ensures a cohesive and supportive pathway throughout a student's primary years.
Specialist programs include STEM, Physical Education, Visual Arts, Performance Arts and LOTE (Auslan). All students from Prep to Year 6 participate in the Stephanie Alexander Kitchen Garden program for one semester each year. A broad range of extracurricular opportunities, including camps and excursions, further enhances student engagement and connection to learning.
Hallam Primary School actively promotes its core values of fairness, growth, respect and teamwork, which are embedded in school culture and guide interactions, expectations and continuous improvement across the school community. School website: Hallam Primary School
For all enquiries, please contact Penny Moores, Executive Officer:
[email protected] Enquiries can also be directed to:
[email protected] or on 03 9703 1536