Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 4
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1490067
Edithvale Primary School was established in 1913 and is situated in a unique area between Port Phillip Bay and the Edithvale Wetlands, 26 km south of Melbourne, with a current enrolment of 519 students and SFOE of 0.2002. The staffing profile of Edithvale PS includes a Principal, two Assistant Principals, 39 full-time equivalent teaching staff and 12 full-time equivalent education support staff, including administration and student support staff.
Our core values of Kindness, Respect and Determination foster a love of learning throughout our school community. We share are commitment to, and responsibility for, ensuring inclusive, safe and orderly environments for all staff and students.
Our comprehensive curriculum is designed to cater to the individual needs of a diverse range of students. Our educational priority is to promote high-quality teaching and learning practices in a safe and stimulating learning environment. A structured wellbeing program is provided across all school levels and is supported by our commitment to SWPBS (School Wide Positive Behaviour Supports) and RRRR (Resilience, Rights and Respectful Relationships).
Edithvale Primary School has high expectations for every student, where they are encouraged to become critical thinkers and problem solvers. The school implemented a phonics-based approach to reading 5 years ago and an instructional model that focus on explicit instruction and gradual release of responsibility. Future work will focus on refinement and professional learning in line with the VTLM 2.0.
The school fosters close links with parents and the broader community and recognises the importance of the partnership between schools and parents to support student learning, engagement and wellbeing. The school has well-established links with local pre-schools, kindergartens, network schools and community agencies. We see ourselves as partners in the creation of healthy learning environments and excellent educational and wellbeing outcomes.
We aim to provide a culture that creates opportunities for all students to learn and grow through the provision of high-quality teaching and learning and an engaging curriculum. This is accomplished through collaborative planning, professional development, research and implementation of evidence-based teaching strategies that promote student success. We continue to provide a safe and secure learning environment, encouraging children to take risks and engage in a diverse curriculum provided by a team of teachers committed to high-quality instruction.
Edithvale Primary School provides a supportive, engaging, active and enjoyable environment that encourages all students and staff to achieve their personal best. We encourage and foster creative thinking and curiosity. We provide opportunities for students to explore their unique significance to our school community and support and guide them as they develop their interests and abilities.
Student voice and agency are promoted inside and outside the classroom. We highly value students being agents of their learning and developing the skills to challenge themselves to the next level. We have a structured Student Leadership Program and Student Voice Committee. Our students are actively encouraged to undertake social responsibilities and actively promote awareness of broader community issues such as homelessness, MND, Down Syndrome, Diabetes and Mental Health.
Contact Helen Arden (Executive Officer) at (03) 9772 1393 to book a tour.
(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: