(High Salary) Principal Level P2

Job Title: Principal Level P2 – Clovelly Public School (0000B1WH)

Location

Sydney Region

Salary and Benefits

Total Remuneration Package: $217,879.00. Base salary: $192,461.00.

Closing Date

12 November 2025, 5:00:00 AM

School Information

Clovelly Public School has an enrollment of 517 students, with 6% of students from a language background other than English. The school is located in the Eastern Suburbs of Sydney and has a Family and Occupational Index (FOEI) of 0. The core values of Respect, Responsibility and Learning underpin a culture of civility and inclusion, including initiatives that actively acknowledge the Bidjigal people as traditional custodians of the land.

The school community promotes high expectations, with a focus on continuous improvement in literacy and numeracy through individual student growth, professional learning, shared practice and data‑supported decision making. Staff are highly motivated, collegial, and are open to reflecting on and developing professional practice. As a member of the Community of Schools in the Eastern Suburbs (CoSiES), Clovelly takes advantage of professional learning, systems leadership and collaboration across networks.

The school nurtures a broad curriculum, including co‑curricular programs: STEM, creative and performing arts, Gujaga Dharawal language, sport, Tournament of Minds and Game Changers. There is a high value placed on student achievement through the application of explicit teaching, high potential and gifted education, and equity of growth for all students. These aspirations are embodied in the school motto and the extended record of alumni achievement. Wellbeing programmes emphasise student autonomy and self‑regulation. Students build skills that foster citizenship, respectful relationships and effective communication between students, staff, parents/carers and the wider community.

The Clovelly Public School P&C takes an active interest in the school, both in the exchange of ideas and to actively support learning, community‑building initiatives and enhancement of school resources. Parents/carers represent a broad network of vocational expertise that connects with opportunities in the local community and beyond. Many parents/carers lend support to classroom learning and extensive voluntary activities associated with a large school.

Specific Selection Criteria

- Approval to teach.

- Models leadership that continues to support school improvement, respectful relationships and the skills associated with the Department's Principal Role Description.

- Demonstrated influence on an inclusive school culture that maximises student engagement and nurtures individual capability.

- Commitment to developing staff wellbeing, skills, and professional satisfaction, from early career to highly experienced teachers.

- Highly visible and approachable leader, who actively engages with parents/carers and wider communities to support student opportunities.

General Selection Criteria

1. High level educational leadership with the skills to lead and manage a complex public school focused on the delivery of high quality education.

2. Ability to lead and manage rigorous and inclusive whole‑school teaching and learning programmes.

3. High level communication and interpersonal skills with the capacity to build positive relationships and engage all levels of the school and educational community.

4. Ability to lead and manage the development and performance of staff to improve teaching and learning.

5. Ability to plan systems and manage resources effectively and equitably to enhance teaching and learning.

6. Capacity to lead staff in implementing the Department's Aboriginal education policy and to ensure quality outcomes for Aboriginal people.

Conditions

An unconditional full approval to teach is a requirement. If you do not hold a full approval to teach with the NSW Department of Education, you are required to commence the application process at the same time as you apply for this teaching opportunity.

Special Notes

The Crown Employees (Teachers in Schools and Related Employees) Salaries and Conditions Award 2020 details the new principal classification structure based on complexity of schools which commenced in 2016. Please view information on the classification structure for principals at https://education.nsw.gov.au/about-us/careers-at-education/salary-and-benefits/salary-and-awards/awards-and-determinations/teachers-award-initiatives#Principal2. The classification and remuneration of our school principals is based on school complexity, as measured through each school’s RAM allocation. As part of the ongoing application of the new structure, a review of thresholds and outcomes will occur on an annual basis. The principal classification for this school is Principal Level P2 for 2025 and Principal Level P2 for 2026.

Applicants are to include details of their WWCC clearance number as part of this application.

About the NSW Department of Education

The Department of Education is the largest provider of public education in Australia with responsibility for delivering high quality public education to two-thirds of the NSW student population. We welcome applications from all ages and genders, Aboriginal and Torres Strait Islander peoples, culturally and linguistically diverse groups, the LGBTQIA+ community, veterans, refugees and people with disability. If we can make some adjustments to our recruitment/interview process to better enable you to shine, please contact the Diversity and Inclusion Team (dandi@det.nsw.edu.au) or visit NSW Department of Education Diversity and Inclusion.

New merit selection application guidelines for classroom teachers, executives and principals have been introduced to provide greater clarity to applicants and selection panels. The guidelines are located here. To ensure that your application complies with the guideline page limits, your attachments must be in PDF format.

We pay respect to the Traditional Custodians and First Peoples of NSW, and acknowledge their continued connection to their country and culture.

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