Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 3
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference:
Selection Criteria
(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.
Role
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.
Responsibilities
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:
* ensure the delivery of a comprehensive education program to all students
* be executive officer of the school council.
* establish and manage financial systems in accordance with the Department and school council requirements.
* represent the Department in the school and the local community.
* implement decisions of the school council.
* contribute to system-wide activities, including policy and strategic planning and development.
* manage and integrate the resources available to the school.
* appropriately involve staff, students and the community in the development, implementation and review of school policies, programs and operations.
* report to the Department, school community, parents and students on the achievements of the school and of individual students as appropriate.
Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
Diversity and Inclusion
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
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.
Child Safe Standards
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:
DE Values
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:
Conditions of Employment
* All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
* Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
* A probationary period may apply during the first year of employment and induction and support programs provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
* The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
* if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
* a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
VAPA Requirement
To be eligible for appointment as a principal a person must either:
* Be a substantive Principal of a registered school in Victoria; or
* Have a statement of readiness following completion of the Victorian Aspiring Principal Assessment.
Location Profile
Syndal South Primary School is located within the City of Monash in Mount Waverley, in a leafy, park like setting. We sit in amongst the houses in a local neighbourhood. We have recently completed a major building development with 6 new classrooms, a library and an admin area. Many of our 306 students come from families who speak a language other than English enriching the cultural diversity of the school.
At Syndal South Primary School we provide educational excellence through vibrant teaching and innovative learning programs in an affirming, secure and stimulating learning environment. We offer a cohesive and sequential program that reflects current research on how students best learn, developing all students' capacity as learners through our commitment to quality teaching, personalised learning, and a differentiated curriculum.
Our curriculum is challenging and relevant and caters for the diverse abilities and needs within our learning community. We aim to develop in our students a love of learning, strong communication skills, the ability to be confident, responsible, creative, and critical thinkers and to be socially connected, independent and resilient. We celebrate a history of strong academic achievement. We provide specialist programs in Art, Music, Physical Education and LOTE (Japanese). Students also visit our well-resourced Library each week, where they further develop their love of reading and literature.
An engaging and varied range of enrichment opportunities, competitions, and programs is also offered to students, recognizing their breadth of talent. A broad Instrumental music tuition program is available. Science, design and technology and digital technologies are all integrated purposefully. Continuous improvement of student and teacher learning is embedded in our school culture, demonstrated by learning that is meaningful and rigorous.
Extracurricular opportunities are offered in academic activities, performing arts, visual arts, and sport. All students are valued, and differences are accepted within an inclusive and supportive school environment; one which promotes self-esteem, collaboration, learner agency, and a strong student voice. Throughout the year, students participate in programs which practice and embed human values and encourage a sense of community and personal responsibility.
The school highly values education as a partnership of students, staff, parents, and the local and wider community. Parent participation school and extra-curricular activities is strongly encouraged and valued.
School tour will be available on Thursday 26th February at 4.30pm.
Please ring or email to book in.
Applications close Thursday 5 March 2026 at 11.59pm
Posted
20 February 2026