Location Profile Tyabb Primary School is situated on the Mornington Peninsula and was established in 1891, Tyabb Primary School is set in a semi-rural environment. The school has a strong reputation for fostering positive values, delivering outstanding educational opportunities and outcomes through the provision of high-quality teaching supported by a guaranteed and viable curriculum. Enrolment growth remains steady. The school's leadership team is comprised of the Principal, two Assistant Principals and two Learning Specialists. The school's SFOE is 0.3226. Tyabb PS has an enrolment of 412 students across 18 classes, supported by five specialist areas: Art, Physical Education, Science, Music, and LOTE, as well as an electives program for senior students. Tyabb Primary School provides a diverse range of extracurricular opportunities, including Instrumental Music Lessons, the HPV Energy Challenge, Camps, Water Safety programs, Junior School Council, Choir, Rock Bands, Concerts, and the Green Team. Our strong leadership program empowers students to develop their leadership skills and have a meaningful voice within the school. We also place a strong emphasis on community engagement, actively fostering positive and collaborative relationships with families and the wider local community. Tyabb Primary School is committed to educating the whole child in an engaging and supportive environment where every student is challenged to achieve their personal best. We believe academic success is built on strong personal foundations. Students develop self-esteem, resilience and positive relationships alongside high expectations in Literacy and Numeracy, ensuring growth both personally and academically. Teaching and learning at Tyabb Primary School is aligned with the Victorian Teaching and Learning Model 2.0, with the curriculum underpinned by the Victorian Curriculum 2.0. Our explicit instruction pedagogy is embedded in all learning and follows the Gradual Release of Responsibility framework (I Do, We Do, You Do), providing clarity, consistency and high expectations in every classroom. Literacy curriculum and instruction are guided by the 'Big 6' of Reading . Our phonics curriculum follows the PhOrMeS approach (Phonological and Orthographic Mapping of Explicit Sounds), providing a systematic, evidence-based sequence that strengthens decoding, spelling and word recognition skills. Knowledge and skills are further strengthened through specialist programs and our inquiry learning approach, which develops students' thinking and problem-solving abilities. As well as focussing strongly on academic outcomes, each child's personal development is prioritised. Our shared values - Respect, Responsibility, Safety, Optimism and Integrity are central to all that we do at Tyabb Primary School. Our motto, " From little things, big things grow," reflects our commitment to nurturing each child's growth, recognising their small beginnings in Prep. Closely connected to our oak tree emblem, it symbolises the belief that with strong foundations, encouragement and opportunity, every child can achieve great things. School tours will be conducted on: Thursday 5 March 2026 at 4.45pm, Tuesday 10 March 2026 at 4.45pm and Wednesday 11 March 2026 at 4.45pm and can be arranged by contacting Sara Hyde by phone (03) 5977 4 or via email education.vic.gov.au. 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 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 ability to foster and sustain positive, collaborative partnerships with the community that reflect the values, aspirations and culture of Tyabb PS. 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 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values 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 Conditions of Employment 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 Qualification Requirements 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). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. VAPA Requirement 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.
