Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 2
Occupation: Principal and assistant principal
Location: Loddon Mallee - Swan Hill
Reference: 1493219
(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:
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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 a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
To be eligible for appointment as a principal a person must either:
Values: Respect, Responsibility and Resilience.
Motto: Together We Learn
Nyah District Primary School is situated in the township of Nyah West, approximately 28 kilometres from Swan Hill and is located in North-Western Victoria. The school is set in pleasant, spacious and well-maintained grounds. A bus route services nearby towns and delivers a large proportion of the school's enrolments to the school each day.
At Nyah District Primary School students are encouraged to uphold the three School Values, Respect, Responsibility and Resilience. There are currently 44 students enrolled at the school, 18 female and 26 males. There are three classrooms operating, with 15 students in P/1/2, 18 in 3/4 and 11 in 5/6. The school has 9% English as an additional language and 27% identify as Aboriginal or Torres Strait Islanders students. Based on the school's Student Family Occupation and Education index the school is 0.5613 (High), meaning a high level of socio-educational disadvantage.
The school is staffed by a principal, 1.0 Leading Teacher, 0.6 Learning Specialist, 1.4 FTE Classroom teachers, and 0.8 FTE Paraprofessional. There is Education Support (ES) in all three classrooms, totalling 2.25 FTE. The school also has a Business Manager employed at 0.6 FTE.
The school continues its involvement in a Professional Learning Community with 3 other small rural Southern Mallee schools. The focus of collaboration is sharing successes embedded in schools, building connections and developing Literacy and Numeracy skills. The school has weekly MARC van visits with a focus on Literacy, and the school offers a specialist program with a focus on Digital Technologies, STEM, Performing Arts, Science and Visual Arts.
Staff members work to ensure all children are challenged to achieve their personal best in each learning area. A strong emphasis is placed on the teaching and learning of Literacy and Numeracy. This curriculum focus is examined in weekly PLC meetings. High Impact Teaching Strategies are utilized within each classroom, with the 10 different aspects examined by staff in meetings throughout the year. Staff undertake ongoing Professional Learning to improve themselves in evidence based best practices in line with the school's Annual Implementation Plan.