Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 4
Occupation: Principal and assistant principal
Location: Gippsland - East Gippsland
Reference: 1483223
(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 with integrity, cultural responsiveness and a commitment to inclusive, community-connected education.
The successful applicant will be expected to:
- Champion equity, inclusion and high expectations for all students, particularly Aboriginal and Torres Strait Islander learners, children with additional needs, and those from diverse cultural and socio-economic backgrounds.
- Lead with a strong sense of cultural safety and respect, fostering truth-telling and reconciliation in partnership with local Gunaikurnai Elders, families, and organisations.
- Cultivate a supportive and high-performing staff culture, promoting wellbeing, respectful relationships, and shared professional growth.
- Build genuine partnerships with families and the broader community, creating a school that is welcoming, transparent and collaborative.
- Model a leadership style that is values-driven, consultative and visible, engaging with students, staff, and families in daily school life.
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:
School Profile - Bairnsdale West Primary School
Bairnsdale West Primary School (BWPS) is located in the heart of East Gippsland, approximately 280km east of Melbourne's CBD. Our school proudly stands on the traditional lands of the Brabralung people, one of the five clans of the Gunaikurnai Nation. We are deeply committed to embedding Aboriginal language, culture, and perspectives throughout all aspects of school life.
BWPS currently has an enrolment of approximately 327 students, including 67 students who identify as Aboriginal or Torres Strait Islander. We are a values-based learning community with a Student Family Occupation and Education (SFOE) index of 0.5690, reflecting the rich diversity and strength of our school population.
Guided by our motto, A Caring, Learning Community, we place equity, inclusion, and the wellbeing and achievement of every student at the core of all we do. Our staff and leadership team are committed to living out our BWPS Beliefs and Values, ensuring every student is known, valued, and challenged to grow-both academically and socially.
Our school community also includes:
-16 students (5%) who speak English as an Additional Language (EAL)
-157 students (48%) who are identified as experiencing disadvantage
-16 students (5%) living in Out-of-Home Care (OOHC)
-113 students (35%) supported under the Nationally Consistent Collection of Data (NCCD) for disability
At BWPS, we strive to foster a culture of high expectations, compassion, and continuous learning-for our students, staff, and families alike. We pride ourselves on creating a culture where all students are known, valued, and challenged. Our leadership and staff uphold the BWPS Beliefs and Values, which place students at the centre of all decision-making and ensure a consistent commitment to fostering both academic success and emotional wellbeing.
Key Priorities and Programs
Whole School Health and Wellbeing
BWPS is a Lead School in the Respectful Relationships initiative, recognised for our commitment to preventing family violence and promoting respectful, inclusive relationships. We deliver evidence-based teaching across the school in emotional literacy, protective behaviours, consent, and help-seeking. This work is further strengthened through a longstanding partnership with Sexual Health Victoria (SHV).
Inclusion and Equity
We are deeply committed to inclusion. Our approach recognises and respects the diversity within our school community and actively seeks to reduce barriers to learning. Key elements include:
- Individual Learning Plans for students with additional needs (PSD, EAL, Koorie, and OoHC)
- Differentiated teaching across all levels
- Trauma-informed practice and culturally responsive pedagogy
- Strong partnerships with carers and external agencies
Gunaikurnai Language and Culture
Our commitment to truth-telling and reconciliation is evident in our teaching of Gunaikurnai language, culture, and history across all year levels. Through our trusted relationships with Elders, community leaders, and organisations such as GLaWAC, GEGAC, and Monash University, we provide rich, immersive learning experiences, including On Country learning for staff, students, and families.
Instructional Excellence in Literacy and Numeracy
- The BWPS Instructional Reading Model, developed in response to our 2022 School Review, is now embedded across all classrooms, resulting in increased student engagement and improved comprehension. The development, implementation, and ongoing review of our Writing Instructional Model and Phonics Programs are informed by VTLM 2.0 and grounded in evidence-based practices.
- In numeracy, we apply evidence-informed practices from the Primary Maths and Science Specialist Program and Big Ideas in Maths, promoting deep mathematical thinking and conceptual understanding to gain mastery. Our knowledge and understanding of explicit teaching in Maths will be complimented by research that informs the VTLM 2.0. This is demonstrated by instruction that recognises that a variety of pedagogical approaches are required to cater for all students.
School Structure and Staffing
BWPS operates a team-based structure:
-Junior School: Prep - Year 2
-Middle School: Years 3-4
-Senior School: Years 5-6
Each team is supported by two Leadership Team members, who work collaboratively across curriculum, wellbeing, and staff development. The staffing profile includes:
- 15 classrooms, supported by 20 teachers through shared teaching arrangements
- Specialist Teachers in Performing Arts, Visual Arts, Science, and Physical Education
- 1 Tutor
- 20 Education Support and Admin Staff
- 2 Assistant Principals
- 6 Learning Specialists/Leading Teachers
Our Leadership Team-comprising the Principal, Assistant Principals, Leading Teachers, and Learning Specialists-drives whole-school improvement in curriculum, teaching practice, and student wellbeing.
Community Engagement and Culture
We have strong, respectful relationships with our parent and carer community. Families are encouraged to actively participate in school life, and our school culture reflects high levels of trust, connection, and shared responsibility for student success.
BWPS provides flexible work arrangements and fosters a collegial, supportive environment for staff at all career stages.
For more information, please visit: https://bwestps.vic.edu.au