Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 4
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1551243
(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 ability to foster and sustain positive, collaborative partnerships with the community that reflect the values, aspirations and diversity of Eastbourne Primary School.
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:
Eastbourne Primary School is a single campus government primary school on the land of the Bunurong people in Capel Sound, on the Mornington Peninsula. Located 95 km from Melbourne's central business district and less than one kilometre from the Rosebud Foreshore on Port Philip Bay, the school is in the Shire of Mornington Peninsula.
Eastbourne Primary School has a declining enrolment of 241 students with an SFOE index of 0.51. 46% of students receive equity funding, 19% require extensive /substantial adjustments as recorded in the NCCD and 8% identify as Aboriginal or Torres Strait Islander. The school has 19 full-time (equivalent) teaching staff and 20 Education Support staff. The leadership team comprises the Principal, Assistant Principal and Leading Teacher.
Eastbourne Primary School provides high-quality, engaging educational programs that create opportunities for every student to succeed. We promote positive values within a safe, supportive and caring environment. As a school community, we value Respect, Collaboration, Community and Learning. We offer a range of innovative and engaging programs designed to meet diverse student needs, with a strong emphasis on personalised teaching and learning.
The school has a strong instructional model aligned with the VTLM 2.0 and supports the Department's reading and maths positions. The school was an early adopter of explicit teaching through systematic synthetic phonics, implementing lnitiaLit in Foundation - Year 2 in 2023. Explicit teaching and classroom routines are fundamental to teaching and learning across the school and all subjects.
NAPLAN trend data highlights consistent strong and exceeding results in Year 3 and 5 that are above similar schools in all areas. The percentage of students in the needs additional support (NAS) is below similar schools and the state in all areas across Year 3 and Year 5. The 2026 NAS results recorded 0% in Year 3 Writing and Reading and Year 5 Writing, with an 89% participation rate in Year 3 and 95% in Year 5.
The school's 2026 DSPM records wellbeing performance as medium, with significant growth in AtoSS positive endorsement for student voice and agency and stimulated learning. The DSPM reports learning measures and attendance as medium, with the school's overall performance also recorded as medium.
Current major capital works have delivered a new administration and office block, with a STEM learning centre and contemporary classroom learning neighbourhoods near completion. Additional facilities that support diverse learning programs include a well-resourced library, multipurpose room, kitchen, and dedicated Science, Music and Art rooms. The Recreation Centre supports skills-based physical education, the Perceptual Motor Program, musical performances and a range of community activities. These facilities are complemented by attractive outdoor spaces, integrated garden and art areas, large playing fields and a community vegetable garden.