2 days remaining
Location: Gippsland | Sale
Job type: Full time / From 28/01/2025 - 27/01/2030
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1454593
(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.
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.
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 marrung@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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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:
Nambrok Denison Primary School is a rural school situated approximately 20 kilometres from Rosedale, Sale, Heyfield and Maffra, in a predominately dairy farming area. Our current enrolment of 88 students work between 5 classrooms. While the base enrolment remains relatively stable, the student population can be transient, as our dairy farming families follow the available work. Our staffing ratios consist of 1 Principal Class staff member, 6.6 F.T.E (Full Time Equivalent) teaching staff, 2.4 F.T.E Education Support staff, 1 (0.3) Student Welfare Worker and a cleaner. The schools SFOE is 0.48.
Our school is extremely well supported by the local community. We value the strong partnership between parents, students and staff, with a high level of parent participation in School Council, Parents Club, classroom support programs and social and fundraising activities. Effective communication between school and home helps to support this partnership. Local businesses substantially support to our school, particularly for our school fundraising.
The school works in partnership with seven other rural schools, as part of the Sale Rural Cluster, to provide additional engaging programs, including student leadership development, MARC Van, school sporting days, and combined learning days where appropriate. Teachers work with their colleagues from network schools on specific improvement projects.
Nambrok Denison Primary School prioritises enhancing student wellbeing by focusing upon respectful and positive behaviours and relationships as reflected in our Student Attitude to School Survey results, which have achieved fantastic improvements over the past 4 years, with results higher than those of like schools. Similarly, our Parent Survey results for the same time period demonstrate satisfaction outcomes in the top quartile for wellbeing, engagement and learning measures.
We ensure that all children in the school are working towards both academic and social success through the implementation of the School Wide Positive Behaviour Support for Engagement and Learning (SWPBS-EL) framework. Our school values of Respect, Enjoy, Achieve and Learn lay the basis for our daily operation. A consistent response process for student behaviour is enhanced by recognising, acknowledging and celebrating expected behaviours. The clear teaching of social skills underpins our work.
Continuously improving learning outcomes is paramount for all at Nambrok Denison Primary School. In 2020 our School Review celebrated our excellent improvement and results, creating higher targets and expectations for ongoing learning. Our Early Years classrooms utilise a Synthetic Phonics program which has seen excellent results in student growth. Spelling and Maths Mastery, are utilised across the school from Year 1 to Year 6. Every child from Year 1 to Year 6 participates in 30 minutes of direct spelling instruction daily. This is complemented by our explicit teaching of Whole Language (Reading and Writing) within classrooms.
To further achieve Literacy and Numeracy goals for our students, teachers at NDPS are committed to meet weekly as a Professional Learning Community (PLC), to assess and analyse student performance data and plan for precise and personalised teaching in the classroom. Intervention and extension for children requiring their learning trajectory to be accelerated or stretched, is a primary focus of the PLC. Teachers also provide each other with opportunities for professional growth, feedback and reflection regarding their teaching practices, through coaching and evidence-based peer observation inquiry processes.
Full time / From 28/01/2025 - 27/01/2030
Principal-Range 2
Veronica Goodall | (03) 5149 2410