Occupation: Principal and assistant principal

Location: Gippsland - South Gippsland

Reference: 1551954

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

(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 transparent 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 [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.

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:

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:

- 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.

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).

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

Mirboo North Primary School is located in the township of Mirboo North, South Gippsland, and has an enrolment of 257 students from Foundation to Grade 6, across 12 classes in 2026. The school's Student Family Occupation and Education (SFOE) index is 0.3956.

The school's vision is: "We strive to make Mirboo North Primary School a happy, safe and friendly school where all children are empowered to be the best person they can be". The school's motto, "Working Together", reflects its commitment to strong partnerships between students, staff, families and the wider community. The values of Caring, Confident and Capable underpin the school's approach to teaching, learning, wellbeing and relationships.

In 2026, the school's staffing structure comprises a Principal, Assistant Principal, 18 teachers, 11 education support staff, 2 learning specialists supporting curriculum development, professional learning and whole‑school improvement.

A key teaching and learning priority is strengthening consistent approaches to explicit instruction, aligned with the Victorian Teaching and Learning Model 2.0 (VTLM 2.0). Weekly Professional Learning Communities support collaborative planning, assessment moderation and the ongoing development of teaching practice.

In literacy, the school has implemented Sounds‑Write for systematic phonics instruction and SpellEx for the explicit teaching of spelling. In mathematics, staff have collaboratively selected the Victorian Lesson Plans following a trial of curriculum resources. During the second half of 2026, the school has focused on implementing these lessons and adopting a consistent lesson planning template aligned with VTLM 2.0.

The school offers specialist programs in Physical Education, Art, Digital Technologies and Library, with Music and Sustainability offered on a rotating basis. Students also participate in camps, excursions, sporting and cultural activities, and leadership opportunities including the Student Representative Council, school captains and house captains.

Student wellbeing and inclusion are key priorities. The school continues to strengthen its Multi‑Tiered System of Supports (MTSS) to provide academic, behavioural and wellbeing support. A dedicated Wellbeing Hub supports student wellbeing programs, including school chaplaincy, while working collaboratively with families and external agencies to support disability inclusion.

The school has extensive grounds, including an arboretum as a natural learning environment, two playgrounds, basketball and netball courts, and specialist learning spaces. The school shares a gymnasium, library and administration facilities with the neighbouring Mirboo North Secondary College.

Strong connections with families, the School Council, the Parents' Club and local organisations support school events, fundraising and student learning opportunities.

A new Early Learning Centre is under construction on the school site and scheduled to open in early 2027, providing opportunities to strengthen connections between early childhood education and primary schooling.

Additional information can be accessed via the School website:

Applications close Wednesday 18 November 2026 at 11.59pm

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📌 Principal-Range 3 (Wyuna)
🏢 Government schools
📍 Wyuna