Principal-Range 4

Occupation: Principal and assistant principal

Location: Melbourne - Northern suburbs

Reference: 1543046

Location Profile

Mill Park Heights Primary School (MPHPS) was established in 1992 and is located in Melbourne's northern suburbs. In 2026, the school comprised of a total of 65 staff. This includes 3.0 EFT Principal Class, 32.2 EFT Teaching staff and 15.4 EFT ES staff. A total of 478 students is enrolled at this school in 2026, 246 female and 232 male. 25 percent of students have English as an additional language and 4 percent are Aboriginal or Torres Strait Islander. The overall school's socio-economic profile is based on the school's Student Family Occupation and Education index (SFOE). Mill Park Height's SFOE band value is medium.

The main permanent building houses administration and staff facilities, staff lounge, senior art room, senior performing arts room, ICT Lab, library/ resource centre, Science Technology/Auslan hub and eight general-purpose classrooms. Additional permanent buildings, include the Foundation building attached to the main gymnasium, canteen and the Year 1 and Year 2 Learning Centres. The Gym caters for our Out of School Care Program run by Camp Australia. MPHPS works in partnership with Camp Australia to provide families with before/afterschool, Curriculum Day care and vocational care. Two permanent buildings built in 2017 accommodate the Year 1, 2 & 3 cohorts. These buildings also house our School Chaplain, Tutoring and Intervention teams. The Year 4 cohort are accommodated in a modern new and refurbished relocatable that include six classrooms, collaboration galleries, wet areas and kitchen facilities. The Year 5 and 6 cohorts are located in the main building with the Science and Technology and Auslan Languages classes located in two permanent classrooms built in 2017.

Our Professional Learning and Wellbeing Hub, provides a space for the Learning Specialists to meet and offer a professional learning space for staff, external visitors, and community members and a private space for visiting Allied Health professionals. Our Very Important Person (VIP) double classroom provides a space for our weekly breakfast club and also allows for respite and space for students who feel overwhelmed in the yard. This important program is run by our Chaplain and Student Support Staff providing students with the opportunity to collaborate with others in a supported space. We have an Arts precinct that accommodates Junior and Senior Performing Arts. The Senior Visual Arts room is located in the main building with the Junior Arts space being housed in the Foundation building. There are a number of play spaces for students including three adventure playgrounds, 2 basketball/netball courts, a gaga pit and an oval. The school has established a strong commitment to developing a sustainability culture with an urban forest, vegetable, sensory garden and a collaborative space known as a Yarning Circle. This has had an impact on how we value sustainability within our environment at MPHPS both within classrooms and in the playground.

Selection Criteria

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 marrung@education.vic.gov.au

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.

Applications close Sunday 4 October 2026 at 11.59pm

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