(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:
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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.
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
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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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
To be eligible for appointment as a principal a person must either:
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Be a substantive Principal of a registered school in Victoria; or
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Have a statement of readiness following completion of the Victorian Aspiring Principal Assessment.
Cranbourne Primary School is located in the Casey South Network and the City of Casey municipality. The City of Casey is the third fastest growing municipality in Victoria. Cranbourne Primary School is located geographically in the original section of Cranbourne, within walking distance to the Cranbourne Park Shopping Centre, Casey Recreation and Aquatic Centre, Cranbourne Secondary College, Cranbourne Library, and the Cranbourne sporting complex. Most enrolled students live within the school zone, with some travelling from outside the designated area for enrolment. The school has an SFOE index of 0.51.
The student enrolment is currently 241. There are nine students who identify as Aboriginal and 81 from a Refugee/EAL background. The student population is culturally diverse, with families who have backgrounds which include over 28 languages. The Nationally Consistent Collection of Data indicates that half the enrolled students require additional adjustments and supports in order to thrive.
In 2026 the staffing profile of the school includes 1 Principal, 1 Assistant Principal, 2 Learning Specialists, 12 home group teachers, 0.8 English as Additional Language (EAL) teacher, 2.6 specialist teachers offering Physical Education (PE), Information and Communication Technology (ICT), Visual & Performing Arts, 3 Administrative staff, 2 Wellbeing support staff along with a Wellbeing dog, 1 Youth Worker, 1 Outside of School Hours Care (OSHC) Coordinator, 1 Community Hub Leader and 10 Integration Aides (Total Full Time Equivalent 31.82).
EAL students are supported by a 0.8 EAL teacher, who provides students with the opportunity to develop their oral and literacy skills in small groups. The school has enhanced inclusion practices for students and families who are refugees and/or who have experienced trauma. This work is undertaken in partnership with Foundation House. The school operates a Community Hub to promote and develop community connections, which operates from Tuesday to Thursday. There is also an OSHC facility at the school providing much needed support to our families requiring before and after school care and vacation care.
The school supports students on the Disability Inclusion program and all student wellbeing across the school by working closely with families and coordinating support from external service providers, including Victorian Aboriginal Child and Community Agency, Kids Hope mentor program, Speech Pathologists, Occupational Therapists, Paediatricians, Monash Children¿s Hospital, Psychologists and the Casey South Network Student Support Services team.
The school has established strong partnerships with the Department of Families, Fairness and Housing, Lookout and Berry Street to support students in Out of Home Care and the Regional Koori Engagement Support Officer to support our students who identify as Aboriginal or Torres Strait Islander.
Cranbourne Primary School staff plan, teach and assess student outcomes collaboratively in Professional Learning Teams. The teaching and learning program is planned and delivered using our Instructional Model, that is based on Explicit Direct Instruction and the Victorian Teaching and Learning Model 2.0. Students participate in specialist classes that include PE, Health, ICT and Visual & Performing Arts. Students have access to iRock, which is an external instrumental music program delivered during and after school hours. Specialist sessions are conducted concurrently to provide teachers from the same Learning Community with shared planning time.
Students transition into the school from Kindergartens and Day Care Centres which are mainly local in Cranbourne. The majority of the Year 6 students go on to local schools including Cranbourne Secondary and Cranbourne East Secondary, however, some students do transition beyond the Cranbourne area.
Our school gymnasium, after being upgraded, has improved the connections to local sporting groups and re-established partnerships through the hiring of our facilities.
The school is strongly supported by parents who contribute to the School Council.
Further information about the school, including the Annual Report, School Strategic Plan and Annual Implementation Plan can be accessed through the school¿s website at;
https://www.cranbourne-ps.vic.edu.au/
