Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 4
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1493823
(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 a culturally diverse school community with a strong focus on wellbeing and inclusive practices to support every student to thrive.
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:
Meadows Primary School is committed to providing an inclusive and safe learning community that empowers students to achieve their potential and live our values. Meadows Primary School's values are Respect, Resilience and Responsibility. We have Respect for ourselves and others. We are Resilient when faced with challenges. We are Responsible for our learning, our actions and our belongings.
Meadows Primary School has a history rooted in the merger of Meadowbank Primary and Campmeadows Primary Schools in 2009. The school is located in a well-established residential area of Broad meadows in the Northwest Victorian Region (NWVR). Meadows Primary School boasts beautiful grounds, a Twenty First Century Learning Centre with 10 generalist classrooms, modern facilities and a sensory room. The school has a large spacious library, dedicated AUSLAN room and specialist ART room. The parent's welcome area continues to be an inviting space to meet and connect. The school offers four specialist programs including, physical education, visual arts, AUSLAN, and STEM. Students across all year levels have access to digital technologies to enhance and extend learning experiences.
The school has a total of 263 student enrolments, 3x Principal Class, 16.4 equivalent full time (EFT) teaching staff, 1.4 EFT paraprofessionals and 14.3 EFT Education Support (ES) staff. Meadows Primary School is proudly multicultural having 33 language backgrounds other than English with 79% of students recognised as English as Additional Language (EAL) learners. Meadows Primary school has a number of families with refugee status {6%) and/or new arrivals to Australia. It is often the case that children from these families enter Meadows Primary School with little to no English.
The school has a strong focus on Professional Learning Communities (PLCs) where teams drive their own cycles of inquiry, based on student needs. PLCs are fully embedded across all teaching teams, with teachers engaged in high level discussions with each other and school leaders about student achievement, growth and next steps of learning. Collaboration is key and we use PLCs as a means to effectively improve school culture and increase student achievement.
Teachers follow scaffolded instructional models that support phonemic awareness and synthetic phonics for reading, writing and vocabulary development, and the Four Proficiencies for Mathematics, all of which is underpinned by explicit teaching and use of HITS. Research into the Science of Learning has led us to implement changes to whole school practice that support students in their learning.
Meadows Primary School engages in the School Wide Positive Behaviour Support (SWPBS) framework and Berry Street Education Model (BSEM) to support trauma informed practice. All staff are trained in the BSEM, with the strategies embedded across the school. This is the school's philosophy that underpins the teaching and learning programs and the learning environment. These strategies support students and teachers in their teaching and learning. A Multi-Tiered System of Supports informs the school's differentiated approach to supporting the learning and wellbeing of students at their point of need. The school prioritises inclusive practices by making purposeful adjustments and differentiating teaching to meet the diverse learning needs of all students.
Meadows Primary School is proud to be a true community-focused school, with both a kindergarten and a vibrant Community Hub located onsite. The Community Hub provides a range of supports and activities, including playgroups, access to services such as a Maternal and Child Health Nurse, community programs, and the operation of a free whole-school Breakfast Club three mornings a week from a fully equipped kitchen. The kindergarten, operated by Northern Schools Early Years Cluster, offers three- and four-year-old programs. Together, the Community Hub and Kindergarten create a connected Birth to Year 6 learning environment, supporting strong transitions and fostering a deep sense of belonging within the school community.