Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 4
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1524056
(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:
Langwarrin Primary School is a government primary school located just ten minutes from Frankston and at the gateway to the Mornington Peninsula. With enrolment steady at approximately 650 students, the school provides a welcoming and inclusive environment that reflects the strong sense of community within the area. Langwarrin Primary School has an SFOE of 0.3419, reflecting a low to medium level of social disadvantage. Fifteen percent of the school population are equity funded, three percent are EAL funded and two percent identify as Indigenous. The school's vision is to create an engaging learning community where all learners maximise their potential, and this vision underpins every aspect of school life. Three core values - respect, resilience and responsibility - are embedded across all teaching and learning programs, guiding students to become confident, capable and compassionate learners.
Leadership at the school currently comprises a Principal, two Assistant Principals, three Learning Specialists, a Business Manager and a School Psychologist. The broader staff consists of 40 teaching staff, including a mix of full-time and part-time educators, with flexible work options and some shared class arrangements. A large education support workforce plays a vital role in assisting students with additional needs across the schools' learning spaces. The school offers 29 classes organised in straight year levels.
The teachers are provided with dedicated collaborative planning time to work in Professional Learning Communities, ensuring a sequential curriculum aligned to the Victorian Curriculum 2.0 and responsive to student needs. Langwarrin Primary School utilise the UFLI phonics program from Prep to Year 2, while our Year 3 to 6 students participate in Spelling Mastery. We have recently begun our journey as a School-Wide Positive Behaviour Support (SWPBS) school. Specialist programs enrich the curriculum and include Performing Arts, Visual Arts, Digital Technologies and Physical Education, with Auslan introduced in 2025.
Langwarrin Primary School works closely with the other government schools in Langwarrin and continues to share some facilities with Elisabeth Murdoch College, strengthening local partnerships and transition pathways. Students also benefit from a wide range of extracurricular opportunities, including camps, excursions, swimming programs, a performing arts night, the school musical and the bi-annual iCAN Challenge in support of the Royal Children's Hospital, fostering community spirit and enriching the educational experience beyond the classroom.
PURPOSE
Vision
To create an engaging learning community where all learners maximise their potential
Goals
At Langwarrin Primary School we are striving to improve student learning outcomes in literacy and numeracy by:
- embedding a culture of professional learning and collaboration through highly effective PLC practices
- embedding a whole school approach to literacy and numeracy
- strengthening teacher knowledge and practice to activate learner agency.
We are striving to improve student wellbeing by:
- strengthening the whole-school approach to the development of the social and emotional wellbeing of students
- building staff capacity to respond consistently to the learning, wellbeing and behavioural needs of all students
- building student capability to set challenging learning and wellbeing goals and monitor their own growth.
VALUES
Respect
1. We treat others the way we would like to be treated.
2. We accept that we are all different.
3. We use our manners.
Responsibility
1. We own our emotions and actions
2. We are punctual
3. We look after our buildings, grounds and belongings
Resilience
1. We bounce back
2. We keep trying and don't give up
3. We learn from our mistakes and have another go