Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 2
Occupation: Principal and assistant principal
Location: Gippsland - Baw Baw
Reference: 1547468
(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.
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
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
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:
Our school is situated in a picturesque setting, 12km south of Moe. Established in 1893, Narracan Primary School has an SFOE of 0.568. It has a friendly, rural atmosphere and provides facilities that are the best of `old' and `new' learning facilities.
At Narracan Primary School, we value every student's individuality and foster a `family feel' school environment
Our aim is to help all students develop self-esteem, independence, resilience and confidence to become lifelong learners. We teach tolerance and respect for others and the environment. We offer a comprehensive curriculum for all our current students. Narracan Primary School is a great place for students to learn and grow with caring, dedicated teachers and small class sizes.
Narracan Primary School is a small, welcoming and highly inclusive school where every student is known, valued and supported. Our strong sense of community creates a genuine family atmosphere, where positive relationships between students, staff and families are central to school life. Small class sizes allow teachers to understand each student's learning strengths, interests and individual needs, while providing timely support and appropriate challenge.
Teachers use evidence-informed practices to plan and deliver clear, structured and purposeful lessons. Teachers work collaboratively to plan a consistent and comprehensive curriculum, using assessment information to identify students' next steps in learning. Lessons are carefully sequenced to build knowledge and skills over time, with regular opportunities for students to review, practise and apply their learning. This consistent approach supports students to become confident, engaged and increasingly independent learners.
Our aim is to develop each student's self-esteem, independence, resilience and confidence. We support students to become curious, capable and motivated lifelong learners who are willing to take appropriate risks and persist when learning is challenging. Respect, responsibility and inclusion are explicitly taught and modelled throughout the school. Students learn to value diversity, and demonstrate tolerance and care for one another, their community and the environment.
Narracan Primary School offers a broad and engaging curriculum that supports academic, social, emotional and physical development. Students benefit from the close attention and personalised opportunities that a small school can provide, while developing strong connections with their peers, teachers and the wider community.
With caring, dedicated staff, high expectations, strong teaching practices and a welcoming rural environment, Narracan Primary School is a place where every student is supported to learn, grow and thrive.