Principal-Range 2

Department of Education VIC – Woodside VIC
4 days ago, from Department of Education & Training Victoria
At Woodside Primary, we pride ourselves on creating a caring environment. We empower students to lead their own learning journey with a curriculum that meets their needs. Through various activities, we help them develop academic and social skills, fostering responsibility and friendship.
Our well-maintained buildings and grounds reflect the pride our students, staff, and families take in their school environment.
Woodside is located on the South Gippsland Highway, approximately 20 km northeast of Yarram and 55 km south of Sale. Our school operates with three classes: P/1, 2/3/4, and 5/6. Our committed staff comprises three full-time teachers and two part-time teachers. A music teacher enriches our curriculum by teaching one day a week. Despite our outstanding student-to-teacher ratio, our staff manages a demanding workload, including yard and bus duties from 8:00 am to 4:05 pm.
Guided by our core values of Respect, Responsibility, and Resilience, we instil a culture of excellence, prioritising the well-being and success of every student. Collaboration with the broader community and embracing emerging technologies are pivotal in our pursuit of academic excellence and holistic development.
Teaching staff - 5 Full-time equivalent teaching staff - 4 Non-teaching staff - 3 Full-time equivalent non-teaching staff - 2.8 Selection Criteria (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.
Role
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.
Responsibilities
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:
ensure the delivery of a comprehensive education program to all students be executive officer of the school council. establish and manage financial systems in accordance with the Department and school council requirements. represent the Department in the school and the local community. implement decisions of the school council. contribute to system-wide activities, including policy and strategic planning and development. manage and integrate the resources available to the school. appropriately involve staff, students, and the community in the development, implementation, and review of school policies, programs, and operations. report to the Department, school community, parents, and students on the achievements of the school and of individual students as appropriate. Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD).
Child Safe Standards
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.
DE Values
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.
Conditions of Employment All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website. VIT LANTITE
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.
VAPA Requirement
To be eligible for appointment as a principal a person must either already be a Principal or have met the Victorian Aspiring Principal Assessment (VAPA) requirement.
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