Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 3
Occupation: Principal and assistant principal
Location: Loddon Mallee - Greater Bendigo
Reference: 1504873
(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 lead and promote a safe and inclusive school with a student-first philosophy. A leader who inspires academic achievement and capitalises on the strengths of the existing school culture.
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
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:
Eaglehawk North Primary School currently has a student population of 268 students, with upwards of a third attracting Equity Funding. Eaglehawk North's Student Family Occupation Index is 0.54 and the Student Family Occupation and Education Index is 0.4718.
The student population is divided into three teaching and learning teams across the school and includes a Foundation- Grade two team, divided into two Foundation classrooms and three 1/2 classrooms, a Year 3-4 team of three classrooms and a Year 5-6 team of four classrooms.
Specialist subjects in Visual Art, Auslan, Music and Physical Education have been offered to all students in 2025. School facilities offer a library and computer lab and canteen. The school employs a part time learning tutor and speech therapist. We have a supportive Education Support Staff team with a mixture of full time and part time staff, who work in a variety of capacities including office staff, integration aides, library support, speech intervention and welfare. We have an out of hours program run by the YMCA.
Our recent review provided us with key directions for our new Strategic Plan, with focuses in leadership and developing a whole school culture in core learning areas and wellbeing. This included a shared understanding and delivery of Literacy and Numeracy instructional models, student voice and agency, consistent understanding and use of data through organised professional learning communities and effective communication of goals and school programs to the community.
Leadership of learning and clarity is important for the effectiveness of whole school culture. As a school we need to build the instructional leadership capabilities of staff to ensure role clarity and purpose for leaders. Further professional development around our instructional model through coaching and feedback, learning walks and further unpacking of the PLC matrix and model will build staff capabilities to collaboratively use data to inform explicit and differentiated teaching, goal setting, curriculum planning and teacher practice.