7 days remaining
Location: Melbourne | Northern Metropolitan
Job type: Full time / From 29/01/2024 - 28/01/2029
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1363832
Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.
Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.
Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.
Demonstrated capacity to ensure that the school¿s human, physical and financial resources are efficiently allocated and managed.
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.
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
A highly developed capacity to lead and motivate our close-knit whole school community to continually raise aspirations, confidence, respect, resilience and pride in our students, and to build and maintain the unique strengths of the existing culture.
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 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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au
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:
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
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.
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:
Doreen Primary School is a small semi- rural primary school set amongst farmland located in Melbourne¿s northern green wedge. The school is now drawing students from both rural and outer suburban settings. In the last decade, the school¿s enrolments have more than doubled. In 2023 the school has a total of 165 enrolments and 13 FTE staff, including 1 principal class (teaching 0.3), 8.4 FTE teachers and 3.6 FTE education support staff.
The school has a long and proud history, being established in 1867, and educates children to be active participants in the future. We have children attending who are the sixth generation of families in the community, and we take pride in including the community in the educational journey of students. At Doreen Primary School, our aim is to provide a safe and supportive environment for the whole school community that encourages independence in social and academic situations; fosters positive risk taking; develops and nurtures resilience; provides an environment where both positive and negative consequences of actions are respected; values respect for all members of the community; fosters the notion that a student¿s best efforts are an achievement they should aim for and be proud of; and includes all stakeholders in decision making.
The culture of a smaller extended family atmosphere is imperative and there is a high level of community engagement with the school. Children feel they belong at Doreen, and that they are known. These are just two of the factors we believe increases their engagement, and ultimately their success. The provision of quality experiences is a priority, and the school offers specialist classes in Physical Education, Art, Music and Auslan, as well as a strong focus on core elements of mathematics, language and literacy, and the integrated curriculum. School performance reports indicate strong academic outcomes for students, and students are supported by intervention programs and classroom extension to meet their learning needs at any given time.
The Arts are well represented at Doreen PS. The school has several rock bands, choirs and drumming groups run by a music teacher and tutors. Performances take place both at school and in the community. The visual arts program is run by a teacher who is a practicing artist, and involves several visiting artists over the school year. The program has resulted in several school-based art installations.
Doreen Primary School students run a Junior School Council which aims to develop leadership skills, teamwork skills, resilience, and positive behaviour, and also involves community projects.
School facilities have been maintained and developed over the last 5 years, with the support and engagement of the local community. This has included school funded installation of synthetic turf on the school ¿oval¿ with natural grass surrounds, retaining walls, mulch and plantings, and the installation of a landscaped sandpit. Currently a $5.387M project is underway, to build a new administration building and learning centre with four classrooms. Construction is planned to begin by the end of 2023.
Full time / From 29/01/2024 - 28/01/2029
Principal-Range 2
Lisa Welch | (03) 9717 3563