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:

• 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.

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:

 Child Safe Standards: Policy | education.vic.gov.au

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

• 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 http://www.education.vic.gov.au/hrweb/Pages/default.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:

• 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.

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.