Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 3
Occupation: Principal and assistant principal
Location: Loddon Mallee - Macedon Ranges
Reference: 1485854
(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:
Upper Plenty Primary School is located at the foothills of Mt Disappointment, approximately 60 kilometres north of Melbourne. The old school house stands as an historic reminder of the era in which it was built. The school has experienced exceptional growth since 2004, the school growing from 35 students to a current population of 205.
In 2009 a new school building was constructed as part of the Rural Replacement Program. In 2011 the BER building was added to our facilities allowing the school to boast exceptional facilities in a unique semi rural environment. While all classrooms have computer work stations, our ICT program has been focussed on building up a laptop and iPad bank which all grades can access.
Nine classes operate currently. In addition to the nine classroom teachers, we have a part time Science teacher, Phys Ed teacher and Art teacher. There are two part time office administrators and three part time integrations aides who support the intervention program.
Upper Plenty PS is proud of the educationally rich Prep-6 program delivered in each of the Key Learning Areas. We offer programs that promote active learning and we differentiate the curriculum to meet the needs of all individuals. Our Strategic Plan focuses on Literacy and Numeracy.
It is our vision to provide a learning environment for all students that is challenging, engaging and optimises student¿s ability to work at their full potential. At Upper Plenty Primary School we aim to provide a safe and caring environment for all our students, staff, parents and community volunteers. We believe that children¿s educational, emotional, social and physical development will thrive in a positive and caring environment. We are committed to establishing an atmosphere that builds self esteem and confidence, a place where children can learn without fear of failure.
Our agreed school values include:
Respect, Responsibility, Resilience
Our school's strength and success is in the area of community relationships. Upper Plenty Primary School has maintained a commitment to value and preserve the close and supportive school community that the small school setting can provide, even though the growth of the school has been rapid. The commitment to practices that support the fostering of strong and productive home-school relationships underpins all aspects of our work at this school. In a nutshell we embrace the belief behind the saying 'It takes a village to raise a child'.