Schools (Government) | Principal-Range 4

Job Description Location: North West Region | Bendigo
Job type: Full time / From 22/04/2025 - 21/04/2030
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1451063
Location Profile Strathfieldsaye Primary School is located ten kilometres from the centre of Bendigo in a unique rural setting bounded by high quality community and recreational facilities.
Our school endeavours to develop independent, confident children by providing learning experiences that promote the pursuit of individual excellence across all areas of the school curriculum.


At February 2024 census, the school had a total of 538.4 enrolments and 49.6 staff, consisting of 36.5 teaching staff (including 3 principal class) and 13.1 ES staff, who provide a broad range of experiences and skills from first year graduates to very experienced teachers and dedicated Education Support staff.
Our specialist subjects include Visual Arts, Performing Arts, Physical Education, STEM, Digital Technologies, Library Literacy, and Chinese Language & Culture.


The school is a modern teaching and learning facility, incorporating a comprehensive computer network to support the provision of information technologies.
Flexible learning spaces are utilised in most areas of the school.
The BER building provides an excellent space for whole school and community activities.


Our play spaces incorporate an oval, three large adventure playgrounds, two shade-cloth protected sand pits for junior students and covered basketball and netball courts.
This area provides a venue for all weather outdoor physical education, sport and assembly purposes.

Our school manages the Mandurang South Outdoor Education Centre and uses it as an extension to our inquiry curriculum programs.
Experiences at this site help students develop their capabilities and learner attributes through outdoor activities and build their knowledge of the environment.


The Department of Education's High Impact Teaching and Wellbeing Strategies define our pedagogical approach, and guide the development of our learning experiences, curriculum documentation and our assessment and reporting regime.
The learner capabilities provide a strong statement about the skills, knowledge and learning dispositions that our students are encouraged to develop during their time with us.
Within each of these focus areas, there are a set of learner characteristics which we endeavour to build with students.


Our students have opportunities to share their voice and to lead their peers through a range of roles and initiatives including School and House Captains, Happy Active Healthy Kids Student Action Team, Junior School Council and Morning Circles, which are conducted regularly in classrooms to focus on problem solving and social skill development.


Strathfieldsaye PS has a positive standing in the local and educational community.
It is characterised by a commitment to sustainability, innovative learning and a calm and productive learning environment.
The school is supported by an active School Council, Parent & Friends Team and by the wider community including local businesses and service clubs.
We recognise the value of seeking and maintaining strong community connections.
We promote and encourage the active involvement of parents and community volunteers to support the running of the school, and the attainment of our teaching and learning goals for our students.


At Strathfieldsaye PS, our vision is to empower everyone to learn and grow in an inclusive community.
The philosophy of our school is firmly based on the belief that the best educational outcomes are achieved when students, staff and families work together to ensure the social, physical, emotional and intellectual development needs of students are met.


Our school values of caring, optimism, respect and excellence drive our actions, behaviour and attitudes.
They are the core of who we are, and they help our school community to be our very best.


Additional information for potential applicants is available on the school's website at or by contacting the school on (03) 5439 5207.

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.

(g) Community Criterion
Demonstrated capacity to build, foster and lead strong partnerships with parents, community and local resources, effectively promoting a positive image of the school through passion and dedication.

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 (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
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.
All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
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.
Information on the department values is available at:
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 at 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.
This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

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 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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