Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 4
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1528559
(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:
Overport Primary School is an inclusive school community situated in Frankston. The school is committed to providing engaging and challenging opportunities that support individuals to achieve their full potential as lifelong learners. In 2025, the school maintained an enrolment of 680 students across 30 classes from Foundation to Year 6. The leadership team, consisting of a Principal and two Assistant Principals, oversees 32 full-time and 9 part-time teaching staff, including three Learning Specialists and a Leading Teacher, alongside 15 education support staff. Reflecting the school's socio-economic profile, the Student Family Occupation and Education (SFOE) index is 0.2716, while the Student Family Occupation (SFO) index is 0.3196.
The school prioritises a differentiated approach to curriculum and instruction. This is supported by Professional Learning Communities (PLCs), which involve fully embedded weekly 100-minute meetings where year-level teams use data to drive effective planning in English, Mathematics, and Wellbeing. Learning Specialists implement evidence-based literacy programs that focus on reading and writing, specifically incorporating phonics and phonemic awareness. Beyond core subjects, classroom learning is enriched by specialist instruction in Physical Education, Visual Arts, Performing Arts, Japanese (LOTE), and STEM. Targeted support services are also provided, including literacy intervention for Levels 1 to 4 and a phonological awareness program for Foundation and Year 1 students.
The wellbeing program at Overport Primary School focuses on building strong relationships through several key frameworks. Restorative Practices are utilised to help students understand their behaviour and repair harm, while the GEM Framework promotes Gratitude, Empathy, and Mindfulness across the entire school. Additionally, the school continues to implement the Resilience, Rights, and Respectful Relationships (RRRR) curriculum to support student health and social outcomes further.
Student engagement is fostered through innovative practices and modern facilities. Classrooms are designed as flexible open learning spaces to embrace creative teaching methods. Students have access to state-of-the-art facilities, including a modern library, specialised STEM and computer labs, and a multi-purpose hall. Learning extends outdoors through the integrated use of Indigenous, Japanese, and vegetable gardens, which connect students with the environment and sustainability. Furthermore, significant technology resources are available, including new Sound Field systems in Year 1 and 2 classrooms to enhance student attention and participation.
The school maintains a strong partnership with the Parents and Friends Club (PFC) and the School Council to support financial performance and community diversity. In 2025, successful fundraising efforts funded significant grounds improvements. These projects included installing artificial turf in high-traffic areas and the resurfacing of the netball and basketball courts.