Principal-Range 5 - Horseshoe Bend Primary School (Interim Name)

Principal-Range 5 - Horseshoe Bend Primary School (interim name)Job posted: 25/10/2024
Job type: Full time / From 22/04/2025 - 21/04/2030
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1446853
Location ProfileThe Victorian Government committed to deliver 100 new schools between 2019 and 2026. This commitment includes the new Horseshoe Bend Primary School (interim name) opening in 2026.
- We're building a new primary school in Charlemont. It will open day one of Term 1 in 2026 and help the growing local population get a great education close to home.
- The school will be located at 10 Amber Avenue, Charlemont, 3217.
- The school will be able to enrol up to 525 students when the school is complete.
- The school will open for enrolments for students in Prep to Grade 6.
- When open for Term 1, 2026 the school will include:
- 2 learning neighbourhoods
- an administration and library building
- outdoor hard courts
- a community hub with indoor multi-use court, canteen and arts/music spaces
- a sports field.
- The 2026 new school zones will be published online at findmyschool.vic.gov.au in Term 1, 2025.
- The new school principal is expected to be appointed in Term 2, 2025.
- The community will be able to help choose the new school's name via the Engage Victoria website. Following consultation, the Minister for Education will make the final decision on the school's name which is expected to be by early Term 3, 2025.
The Principal of Horseshoe Bend Primary School (interim name) will have leadership qualities which ensure the effective operation of the school upon commencement, with responsibilities in the year prior to opening including to:
work collaboratively as part of a Planning Group and consult with the community as required to make key decisions for the establishment of the new schooldevelop a whole-of-school culture of excellence and inclusion within the educational rationale for the new schooldevelop a vision for learning and designing a framework for pedagogical approaches which maximise the opportunities presented by the inclusive and contemporary learning spacesdesign a school curriculum and organisational structures that will support achievement of the school's vision and values, including its focus on excellence and inclusion of students with disabilitiesdevelop an understanding of the design intent of the new school facilitiescreate an identity for the school & determine the school logo and uniformselect and employ staff with both the skills and mindset to ensure the vision of excellence and inclusion is achievedprovide appropriate support for staff who are inspired to work collaboratively with the Principal, the staff and community to refine and implement the school's vision once in operationproactively engage with the local community to develop processes and systems which set the foundations for the new school to become a community hub that links families and children to services and support, provides learning opportunities and builds a vibrant supportive communitydevelop a strategic approach to the professional learning of staff and the ongoing development of the school's culture of inclusion as it growsestablish relationships and network with Principals of the other schools to support and learn from each othermake any reasonable adjustments as requested by a student in accordance with the school's legal obligations under the Disability Discrimination Act 1992 (Commonwealth)work collaboratively with the Department's central and regional offices to select furniture, inclusive equipment, assistive technology and ICT equipment that supports the school's vision for learning and ensures the design intent of the learning spaces is realisedestablish financial and IT systems in accordance with the Department and school council requirementsSelection 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.
(g) Community Criterion Ability to establish a positive culture and inclusive school learning environment, whilst maintaining this as the school develops and grows.
RoleThe 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.
ResponsibilitiesThe 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 studentsbe executive officer of the school councilestablish and manage financial systems in accordance with the Department and school council requirementsrepresent the Department in the school and the local communityimplement decisions of the school councilcontribute to system-wide activities, including policy and strategic planning and developmentmanage and integrate the resources available to the schoolappropriately involve staff, students and the community in the development, implementation and review of school policies, programs and operationsreport to the Department, school community, parents and students on the achievements of the school and of individual students as appropriateWho May ApplyAppropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS CommitmentApplicants 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.
Child Safe StandardsVictorian 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.
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.
VIT LANTITETo 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 RequirementTo 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 as follows:
For principal positions advertised between 1 August 2021 and 31 December 2021 a person will be required to have registered to undertake the VAPA before being appointed to a principal position.For principal positions advertised on or after from 1 January 2022 a person must have completed the VAPA and be provided with a statement of readiness before they can be appointed to a principal position.
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