(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
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.
Moonambel Primary School is a rural school situated 20km from Avoca and 90 km from Ballarat. It is in the heart of the Pyrenees district, which is regarded for producing fine food. Moonambel Primary School was built in 1875 and has a rich and proud history amongst the local and broader community. The school's motto is 'Creating Bright Futures,' and we do this through educating our students to become:
Moonambel Primary School strives to build a safe and supportive environment that respects the rights of all students to learn, the rights of all teachers to teach and the rights of all members of the school community to be safe. The school believes in the development and promotion of high-quality relationships are responsibilities shared by all members of the school community. Our school values are:
Kind: Have care for self and others at all times.
Respectful: Treat others as you would like to be treated.
Responsible: Do what you know is right and encourage others to do the same.
The school's vision is to develop social and lifelong learners in an inclusive, engaging learning environment, where all students are confident to reach their full potential. Moonambel Primary School is committed to making our school inclusive for all learners. In 2025 Moonambel Primary Schools had an enrolment of 13 students, 4 female and 9 male, with an overall socio-economic profile (SFOE) as 'high' . The staffing profile consisted of a full-time teaching principal, two part-time classroom teachers, a full-time education support employee, a part time education support employee, a business manager who worked one day per week and two part time MARC teaching staff to make up a full-time role. In 2025 Moonambel's classroom structure consisted of two classrooms of Foundation to Year 2 and Year 3 to Year 6. The classroom design was fluid and flexible with our highly experienced staff working closely with each other to ensure the learning and wellbeing of every child is targeted and transparent with families.
Moonambel Primary School seeks to create a challenging learning environment that encourages high expectations for success through developmentally appropriate instruction that allows for individual differences and learning styles. It promotes a safe environment that is based on routines with an emphasis on care and support. Wellbeing is at the centre of all that we do with positive relationships with students, parents, staff and the wider community being a priority. Daily structured and systematic instruction to teaching English and Mathematics provide the foundation for our students to develop the knowledge, understanding and skills necessary for an ever-changing world.
Moonambel Primary School provided an extensive excursion and incursion program which integrated the learning in the classroom into the real world. Moonambel has modern facilities, both inside and outside of the classroom, consisting of every student having 1:1 technology at no cost to families. At Moonambel Primary School we view technology as a tool for learning to enhance learning experiences for our students. The diversity in our program is highlighted through our Swim Program, Camp Program, Sports Program, Cluster Program, MARC Program and a range of events throughout the year with our local community. Moonambel belongs to the Pyrenees Cluster of schools, along with Landsborough, Amphitheatre, Natte Yallock, Navarre and Trawalla. In 2025 the cluster met three times a term and ran a highly successful program for all students covering PE, Arts, Respectful Relationships as well as a range of visiting incursions.
Moonambel Primary School is the base school for the Pyrenees MARC program, servicing 10 small schools in the region. Parent partnership and involvement is highly encouraged as it enables the successful operation of the school. Our school invites all families to become members of our School Council. Our Junior School Council, led by students, meets on a fortnightly basis with all students to plan, discuss and work towards school improvement and initiatives. Student voice at Moonambel Primary School is a crucial aspect of our school culture.
