Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 5
Occupation: Principal and assistant principal
Location: Melbourne - Eastern suburbs
Reference: 1488577
(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.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
To be eligible for appointment as a principal a person must either:
Cranbourne East Primary School (CEPS) is located in the Hunt Club Estate in one of the fastest growth areas in the Southeastern growth corridor. The school is located at No. 2 Bowyer Avenue, Cranbourne East and is co-located with Cranbourne East Secondary College, with whom we enjoy and value a strong partnership. Adjacent to the school site is a three-room kindergarten and maternal health centre, City of Casey sports oval and pavilion, as well as Marnebek School (Corrigan's Road Campus).
The school is an exciting state of the art facility built under the Partnerships Victoria in Schools Project (PViS), which opened at the start of 2011. The school is built for a long-term student enrolment of 450 students, however due to early rapid enrolment growth and long-term stabilised enrolments, this figure has been surpassed with current enrolment at 1000 students. 64.6% of these students speak a language other than English at home
The dedicated staff of CEPS comprises of 6 Principal Class (full-time and part-time), 4 Learning Specialists (Literacy, Numeracy and Inclusion), 1 Leading Teacher (Numeracy), 61 teaching staff (full and part time), 1 Psychologist, 1 Student Counsellor, 1 Engagement Officer, 1 Mental Health in Primary Schools teacher, 4 Tutor Learning Initiative teachers, 15 Classroom Education Support Staff, 1 Business Manager, 7 Office Administration staff including a First Aid Officer. The current SFOE Index is 0.3934.
The school undertook their School Review in Term 2 2024 and has a new Strategic Plan. In line with recommendations from the School Review, CEPS undertook a review of our co-teaching model, involving extensive staff collaborative research of best practice, broad community consultation with parents, and consultative engagement with students. Drawing on what was heard and learned through this process, the decision was made to change the learning structure to a single-teacher/single-class model, which commenced in 2025.
Employing similar consultative practices and guided by the review, SIT has also changed the structure of the day from a split timetable to a single timetable, employing 4 sessions and 3 breaks in the timetable.
CEPS is undergoing an exciting phase of growth and development of learning and teaching, guided by the Victorian Teaching and Learning Model 2.0 (VTLM 2.0) and is grounded in the latest research from the Science of Learning. At CEPS, this means creating learning environments that prioritise explicit teaching, cognitive load management, regular review and deep content knowledge.
CEPS is committed to evidence-based practices that support every student to succeed. A key element of this work is the implementation of Phonics Plus, a structured synthetic phonics program designed to build strong foundations in early reading. Instructional Practices aligned with Explicit Instruction, a strong emphasis on high-impact teaching strategies, professional collaboration and reflective practice support the schools teaching and learning programs.
In addition to core curriculum areas, students at CEPS benefit from a broad and enriching specialist program. Specialist areas include Science, Physical Education, AUSLAN, Performing Arts, Visual Arts, and STEM. These subjects offer students opportunities to explore creativity, develop physical and scientific skills, express themselves, and engage with real-world problem-solving in innovative ways. At CEPS, we are proud to be building a future-focused learning culture where every student is supported, challenged, and inspired to reach their full potential.
Cranbourne East Primary School is a place of vibrant learning and professional practice. It is a happy, exciting and engaging learning environment where student centred learning occurs. CEPS offers a comprehensive curriculum with a strong focus placed on literacy, numeracy and wellbeing. Using the School Wide Positive Behaviour Framework (SWPBS), teachers place greater emphasis on enhancing student engagement and improving attendance using relevant data to create ambitious yet achievable learning goals. Our staff work collaboratively to ensure each student is supported and nurtured individually.
At Cranbourne East Primary School, we believe that every child deserves access to high-quality teaching, strong relationships, and the opportunity to thrive. Our passionate and skilled staff are committed to continuous improvement, working collaboratively to deliver excellence in education. With a clear vision aligned to our Strategic Plan, and grounded in the values of inclusion, respect and academic growth, we are building a culture where curiosity is encouraged, progress is celebrated, and each learner is empowered to succeed. CEPS is not just a place of learning- it is a community where students, staff and families grow together with purpose, pride and passion.