(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.
(g) Community Criterion
Demonstrated capacity to nurture and develop creative, inquisitive and socially conscious learners who question the world around them and are supported to exercise genuine agency in their learning, through a rigorous, experiential and inquiry-based teaching and learning program, and commitment to preserve and build upon the distinctive identity, values and educational approach that the school community has established.
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
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.
Fitzroy North Primary School embraces both tradition and innovation, fostering a vibrant and inclusive learning environment. Established in 1875, the school is located in an inner-suburban setting and serves a diverse community. Our dedicated team is comprised of 27.2 full-time equivalent staff, including 2.0 principal class members, 1.8 Learning Specialists, 1.0 Leading Teacher, 20.7 Teachers, 2.0 Educational Support Staff, and 1.14 Educational Aides and 0.6 Educational Support Staff. The 2026 enrolment is 360 students.
Respect for diversity is a cornerstone of the schools culture, with students from a range of cultural and socio-economic backgrounds. In 2026, FNPS had representation from seventeen cultural language groups attending the school. Fitzroy North Primary is committed to inclusivity and fosters a sense of belonging for all students. Learning is guided by three core values: Kindness, Respect, and Resilience. The school promotes critical thinking and creativity through an engaging and diverse curriculum.
Students benefit from a well-rounded education that integrates strong academic foundations with additional programs in visual arts, music, languages, outdoor education and digital technologies. Additionally, the school offers an Out of School Hours Program, along with access to music lessons to support students and families beyond the classroom.
Fitzroy North Primary Schools mission is to develop the whole child. As an International Baccalaureate Primary School Program candidate school, our school embraces a holistic approach to education; inspiring our students in be curious, creative, socially conscious and able to think critically. Our moral purpose is to provide stimulating and vibrant learning environments and experiences that honour each childs individual learning journey; allowing every child to thrive.
At Fitzroy North Primary School, we are committed to cultivating a culture of high expectations, academic excellence, and global citizenship. We believe that empowering students begins with fostering a community that values the voices, agency, and leadership of our learners. By providing authentic opportunities for students to express their ideas and opinions, we enable them to drive meaningful change within their school and the wider community.
