Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 5
Occupation: Principal and assistant principal
Location: Gippsland - Wellington
Reference: 1495629
(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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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:
Sale, situated in Wellington Shire , is a vibrant and well-developed regional centre, nestled between the Ninety-Mile Beach and the Great Dividing Range. With a population of around 15,000, it's a perfect spot nature enthusiast who love the mountains, rivers, or the coast, and the diverse lifestyles they offer, from a thriving regional centre.
Staffing profile consists of a Principal and 4 Assistant Principals, 10 Leading Teachers, 58 teaching staff and 48 non-teaching staff. The school currently has 804 students and an SFOE of 0.5
Sale College aims to be known as a compassionate community that includes staff, students, parents, and guardians. Their mission is to provide outstanding programs and services designed to nurture confident students capable of realising their potential and becoming valued community members.
Vision: Sale College envisions being a highly effective educational leader, striving to deliver exceptional outcomes in Student Achievement, Personal Attributes, and Qualities as Learners.
Aim: The goal is for every student to learn, achieve, and succeed, making a positive difference.
Values: Sale College is committed to instilling three core values (Respect, Achievement, and Belonging) in students, enabling them to become valued community members.
The College has two campuses: the Macalister Campus, centrally located in Sale's business district, hosts Year 10, 11 and 12 students, while the Guthridge Campus, situated three kilometres east of the town centre on a seven-hectare site, caters to students from Years 7-9.
Sale College offers a high-quality curriculum covering eight areas: English, Maths, Science, Technology, Humanities, Languages Other Than English (LOTE), Art, and Physical Education & Health. These are in accordance with the Victorian Curriculum, Victorian Certificate of Education (VCE), and VCE Vocational Major (VM).
For students at Year 7 to 9 levels, the College has highly successful Select Entry Accelerated Learning (SEAL) Programs, Literacy and Numeracy Intervention Programs, and a structured Year 7 and 8 program allowing more time with fewer teachers. In Year 9, students participate in a Personal Learning Program. At the senior level, students access a broad, comprehensive curriculum, providing pathways to employment, further education, and tertiary entrance through the VCE and Applied Learning program. The College also operates a Vocational Education & Training (VET) Program in conjunction with TAFE Gippsland and other smaller Registered Training Organisations, establishing community partnerships within the Wellington Shire.
Students at Sale College benefit from a 1:1 netbook program and have access to a wide range of extracurricular activities, including a highly regarded Instrumental music program.
Sale College has a guaranteed and viable curriculum developed around the Learning Architecture, incorporating instructional strategies like the Gradual Release of Responsibility, underpinned by PLC structures and protocols to improve student outcomes through collaboration and data utilisation.
The College adopts a team-based approach to student learning and wellbeing from years 7 to 12. Learning Team Leaders collaborate with groups of staff within these teams to build strong relationships with students and gain a deep understanding of student needs.
Sale College employs an effective network of programs and organisational structures to ensure a safe, supportive, and secure environment. Student management plans focus on positive reinforcement, clearly defined expectations, and consequences that encourage students to take responsibility for their actions. This is achieved through a restorative practice approach and School Wide Positive Behaviour Support.
For more information about Sale College, please visit their website at www.salecollege.vic.edu.au.