(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:

• 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.

Vision
To promote a culture of high expectations and excellence through the provision of a teaching and learning environment that challenges, stimulates and nurtures. Students to be self-motivated, resilient and reflective learners, who think critically and creatively. Students will enhance their learning through the development of digital literacy skills and the use of emerging technologies. Experiencing success as literate and numerate students, they will be positively engaged members of their local and global community.
Values

Kew East Primary School (KEPS) embraces five core values which form the actions for the whole school. These values are actively promoted and underpin all levels of operation throughout the school.     

  Relationships: Friendship, Kindness, Compassion, Family, Enjoyment, Empathy, Fairness 
•    Positive relationships are developed and fostered, which build on trust and mutual respect.
 
Respect: Honesty, Manners, Acceptance, Tolerance
•    Behaviour that demonstrates the acceptance of differences and decisions.
 
Responsibility: Happiness, Learning, Health, Teamwork, Cooperation 
•    Develop the ability to work independently and with others with good intent.
 
Resilience: Self-esteem, Self Confidence, Positive Attitudes
•    Actively encourage student connectedness, perseverance, active citizenship and social competencies
 
Reflection: Thinking, Considering, Wondering, Direction
•    Thinking about what we have achieved, where we need to go next and what we would do differently
 
Background
Kew East Primary School (KEPS) has a stable enrolment of approximately 360 students. Students attending KEPS come from predominately high socio-economic backgrounds. The student demographic includes students from Language Backgrounds Other than English (LBOTE), students included in the Program for Students with Disabilities (PSD), and recently, an increasing number of English as an Additional Language (EAL) students.
 
The KEPS curriculum program is based on the Victorian Curriculum which covers from Foundation to Year 10. KEPS has a dual class structure, with straight year level classes in Foundation, Year 1 and Year 2 and multi-age classes in Years 3-4 and Years 5-6.  A high proportion of our students from Foundation to Year 6 work beyond the expected levels of achievement. To cater for the diversity of students’ learning needs within and across year levels, a differentiated curriculum is planned for and delivered through flexible student groupings, such as ability, and mixed ability. 

Individual student goals are developed at each year level, Foundation to Year 6, and provide students with the opportunity to identify, multiple reading, writing and Maths goals each term which are conferenced with their class teacher. The development of student goals where they are regularly monitored and negotiated between student and teacher, has been a major focus over the last 4 years, to build student agency.  Staff have spent extensive time exploring, refining and further incorporating the high impact strategies (HITs) into their practice.

Some students will also have negotiated Individual Learning Plans, to cater for and support their extension or intervention needs, and these are reviewed at least once a term. 

A great deal of effort has been imputed into making classrooms inclusive where reasonable adjustments are made, to cater for students diverse learning and management needs.  Staff have spent time planning, documenting and revising reasonable adjustments made.

The use of ICT and digital technologies has grown significantly where extensive resources have been purchased, such as, spheros, beebots, code-a-pillars and makey makey boards.  Applications of Seesaw, Green Room, Stop Motion and Scratch and WebEx have also been used extensively.  Banks of laptops and iPads have also been purchased and used across the school, along with the computer pod (for whole class) and desktop computers in all classrooms.

The school provides additional opportunities for maths extension and literacy intervention to further support the needs of students. Specialist teachers deliver programs in Italian, Visual Arts, Music and Physical Education. The school’s music program is exceptional, enjoying an outstanding reputation for providing additional and unique opportunities for students to perform in our social (Year 4) and concert brass bands (Year 5-6). This extra curricula activity promotes student engagement and provides an opportunity not commonly found in other primary schools.
 
KEPS has well-resourced facilities including, a multipurpose centre which includes, a gymnasium, music rehearsal room, tutorial rooms for instrumental music lessons, and a LOTE room; out of hours school care, junior school hall, library, art room and computer room.