Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 4
Occupation: Principal and assistant principal
Location: Melbourne - Eastern suburbs
Reference: 1502263
(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
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:
Opened in 2020, Botanic Ridge Primary School (BRPS) at 10 Echidna Parade, Botanic Ridge is situated in the developing Botanic Ridge community, located in the South-eastern growth corridor, one of the fastest growth areas in Victoria.
BRPS is a contemporary designed school strongly connected to its community and includes a Family and Community Centre and an early childhood setting. The state of the art school facility provides for learning and recreational spaces for children from foundation to year six, with an enrolment of 438 students in 2025 and a capacity for up to 600 children.
The integrated Family and Community Centre is co-located on site with a kindergarten currently delivering a program for three and four-year-olds and a Maternal Health Nurse is available for local families to access. The Family and Community Centre is operated by the City of Casey in partnership with the Department of Education, providing an educational precinct and a range of services for local families.
The dedicated staff of BRPS is comprised of the Principal, Assistant Principal and Learning Specialist and a Mental Health in Primary Schools teacher. There are 25.6 teaching staff (full-time and part-time) and 10.17 Education Support Staff (full-time and part-time), including a Business Manager, Office Administration staff, and a First Aid Officer. The current SFOE Index is 0.3275.
BRPS prides itself on grounding it's instructional model and teaching practices in evidence-based research. Explicit teaching and shared practice are at the core of the instructional model to build confident independent learners.
School values, philosophy, and vision
The BRPS Statement of Values and School Philosophy is integral to the school's work and is the school community's foundation. Students, staff and members of the school community are encouraged to live and demonstrate the core values of respect, responsibility, safety and growth.
Vision
BRPS's vision is to inspire and empower all children to learn and achieve through building curiosity and collaboration in a challenging and supportive learning environment that inspires growth. To encourage resilience and a positive self-image, with a focus on respecting ourselves, others and our world.
Mission
The BRPS's mission is to:
Create a positive climate for learning where we will develop independent learners and problem solvers through explicit teaching.
To lead the development of dynamic relationships through collaboration, high expectations and opportunity for student and community voice and agency in learning. The development of independent learners and problem solvers through explicit instruction, who co-design, develop and assess their learning through opportunities encompassing voice, agency and leadership.
To develop a viable and rich curriculum that is informed by the strategic plan, promotes shared evidence based pedagogical approaches and is bound by rigorous evaluation embedded in professional learning community cycles of inquiry. There is a focus on teacher precision, quality and consistency of practice, while also fostering core adaptions based on student needs. Teachers collaborate within their professional learning communities to ensure consistency of planning and implementation of the instructional model. Teacher professional learning is at the core of the school's strategic plan to improve student outcomes.
To create a climate for learning that supports an appreciation of different cultures and supports children to deepen their understanding of, and respect for, differences through respectful curiosity and their friendships with other children. A learning community where we teach our children about our environment, Australia and its past, including our indigenous people. Our children learn the importance of behaviours that demonstrate respect and understanding for everyone inhabiting our land and planet.
Professional Learning Community
The school staff demonstrate the qualities of collaboration and teamwork, are highly skilled and knowledgeable about how students learn, offering diverse expertise and multiple learning opportunities within and outside the learning community spaces. Explicit direct instruction, routines and high expectations are fundamental to the Botanic Ridge philosophy.
Our staff are highly energised with a passion for learning and a commitment to work as partners to develop our students, academically, socially and emotionally.