Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 5
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1499675
(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
Develop a culture of inclusion that supports students with an intellectual disability to reach their full potential and maximise their opportunities for post school options.
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:
Geographic location
Hume Valley School is comprised of three campuses. Our Koroit Campus caters for Foundation to Year 2 and Year 7-10. Our Primary aged students, Years 3 to 6 equivalent, are located at the Narrun Campus which is co-located on the Dallas Brooks Community Primary School site. Our Tanderrum Way Campus provides a Foundation Level VPC program for our Year 11 and 12 students and is located within the Hume Central Senior Secondary College.
Our school caters for students from 5 to 18 years of age with mild intellectual disabilities. Our students are funded under the Program for Students with Disabilities (PSD). The school is organised into six sub-schools that approximate the stages of learning; these include: Junior, Primary, Middle, Secondary, Pathways (Year 10) and Victorian Pathways Certificate (Years 11 & 12) sub-schools.
Social and enrolment characteristics
The school population reflects a rich cultural diversity of:
Our Student Family Occupation (SFO) density is 0.7424 and the Student Family Occupation Employment (SFOE) is 0.6052. This school's SFOE band value is: High. Many families require a high level of support to address the medical, social, and educational needs of their children.
School size and structure, including the number of staff
A total of 381 students are enrolled at Hume Valley School.
Our staffing profile comprises of 74 Teachers, 92 Education Support Staff and 3 trainees.
The leadership profile includes 4 Principal Class, 10 Leading Teachers and 5 Learning Specialists. Middle level leadership roles are undertaken by substantive and aspirant leaders in acting sub school leadership roles. Principal Class and Middle leadership hold a range of responsibilities, including leadership of sub schools, committees, School Improvement Teams (SIT), Professional Learning Community (PLC) teams, School Wide Positive Behaviour Support (SWPBS), Disability Inclusion (DI), Occupational Health and Safety, Camps, Excursions & Community Connections and leading the Graduate Teacher Program - supporting teachers to move from provisional to full registration. Additionally, our school also has an extensive student wellbeing team including a Social Worker, Psychologist, 3 Youth Workers, a Mental Health In Primary School (MHiP's) Teacher, Mental Health Practitioner (MHP) and NDIS Navigator. The school also supports families' access to specialist services and participation in education, training, and other activities to support wellbeing through partnership with McKillop Family Service Early Help Program, which is co-located at the Koroit Avenue Campus.
Vision and values
Our vision and purpose is to create an inclusive, safe, respectful and engaged learning community where all students are motivated to maximise their social, personal, educational, and post-school potential. Emphasis is placed on literacy, numeracy, social competency, and vocational training to equip students to lead successful adult lives. Students are equipped with strategies to enable themselves to be ready for learning, respect themselves and others, act safely, and care for the school. This is encompassed in our school motto `Achieving Potential Together', school values of Respect, Responsibility, and Resilience and embedded in our school policies and practices and reflected in our extensive partnerships with the wider community.
Hume Valley School is committed to providing a vibrant, child-safe learning community characterised by the development of authentic relationships and high expectations. These expectations are explicitly documented for staff and students in a school-based matrix. The expectations are also supported by positive partnerships with all members of the school, school council, and the wider community to ensure optimal educational and social outcomes.