Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 3
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1552708
(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:
Beaconsfield Upper Primary School is located on the edge of Melbourne's South-East growth corridor, about 50 kilometres east of the city. The school is situated close to the Cardinia Reservoir and nestled amid attractive natural bush surrounds. Students are drawn from the local township and surrounding semi-rural area. The well-maintained grounds and strong focus on environmental programs engage students in caring for their learning environment. The School Family Occupation (SFOE) density is 0.2477.
Classroom facilities are outstanding, with the learning spaces designed to cater for increased ICT usage and flexible student groupings. Each learning complex is inviting, with vibrant displays of student work. Outdoor spaces support active and passive play and include a courtyard developed by the local community, with seating and a covered sandpit.
The staffing consists of the principal, 2 assistant principals, 21 teachers and 10 education support (ES) staff members. The school has fifteen classes organised as multi-aged grades that cater for Victorian Curriculum levels. A priority for the school has been to maintain low class sizes in junior grades. We focus on developing the students' emotional and social wellbeing, with a strong focus on oral language and synthetic phonics.
At Beaconsfield Upper Primary School (BUPS), we are committed to achieving optimal student learning outcomes, particularly in English and Mathematics, while maintaining a positive and engaging learning environment. We aim to embed greater consistency in our school-wide pedagogical practice through the Professional Learning Community model, which enables teachers to develop and reflect on their practice with a focus on student achievement data. Key school-wide approaches, including the BUPS Primary School Instructional Model, our planning models and scope and sequence documentation and our peer observation program, inform this work and positively impact classroom practice.
Our school continues to offer many opportunities designed to assist children to develop connectedness with each other and build resilience and self-esteem. Examples include: Junior School Council, House / Vice Captains, Student of the Week, Buddies and Peer Support programs, school performances, Arts displays and sporting opportunities. Extra-curricular activities such as camps, instrumental programs, incursions and excursions complement our core curriculum programs. We proudly continue to offer two camps, a school production and a Grade 6 graduation.
We offer a lunchtime club program, an HPV program and a sustainable vegetable garden with chickens. Specialist teaching areas include STEM, Visual Arts, LOTE (Indonesian) and Physical Education. Literacy intervention occurs within the school, as required with a focus on junior school students. In addition, ES staff provide administrative support and integration aides support the PSD/DI program.
Beaconsfield Upper Primary School's values are Respect, Friendship, Honesty, Kindness, and Community.
We respect ourselves, our school and each another, and understand that our attitudes and behaviours have an impact on the people around us.
We model and demonstrate friendship to each other, building positive friendships with each other.
We are honest, with ourselves, our peers and our community.
We model and demonstrate kindness and take every opportunity to help others that may be in need.
The school has a very active parent community. Many parents support the school through involvement in classroom programs, fundraising, sports activities, excursions and numerous other activities. Our School Council is very supportive, and its parents bring a variety of skills and ideas to our school community. We value our community, building positive relationships and giving back to our broader community. `Not just a school, but a part of the Community.'