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Principal-Range 4

Job posted: 05/06/2024
Applications close: 18/06/2024 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 07/10/2024 - 06/10/2029

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1419029

Reference: 1419029

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Southern Metropolitan

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.

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 marrung@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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

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.

Location Profile

School Mission Statement

Our mission is to provide all Seaford North Primary School students with a high quality, challenging, global education which develops compassion and respect.

We provide engaging learning opportunities that include essential knowledge, concepts, skills and attitudes, enabling students to transfer these to new situations necessary in a rapidly changing world. We are committed to differentiation so that students work at their level and are able to make decisions about their learning in line with the curriculum. We encourage students to take responsibility for their learning so that they can be purposeful and make a difference to themselves and their world.

Seaford North Primary School strives to build a respectful school community by instilling the three values:

· Collaboration

· Inclusion

· Responsibility

We value the diversity of individuals in our school community and our shared responsibilities in building a safe, inclusive and respectful learning community.

Seaford North Primary School values the importance of developing socially aware, active, resilient and empathetic community members who respect themselves, others and the world around them. We strive to do this through the development and demonstration of the IB Learner Profile attributes.

As IB learners, we strive to be:

INQUIRERS: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

KNOWLEDGEABLE: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. 

THINKERS: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. 

COMMUNICATORS: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

PRINCIPLED: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

OPEN-MINDED: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

CARING: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. 

RISK TAKERS: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

BALANCED: We understand the importance of balancing different aspects of our lives -intellectual, physical, and emotional- to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.

REFLECTIVE: We thoughtfully consider the world and our own ideas and experiences. We work to understand our strengths and weaknesses in order to support our learning and personal development.

School Purpose

Seaford North Primary School aims to achieve academic, social and emotional success for all. Through a balanced approach to teaching and learning, informed by best practice teaching strategies, we aim to provide a place where students feel safe and motivated, to become empathetic, globally-minded, life-long learners.

The school prides itself on its family approach to education and welcomes parents' involvement in their child's education.

As parents, your involvement in school life, your participation in the education programs and your interest in your child's activities will add considerably to the enjoyment of your child's primary school years. This strong home-school partnership drives our success and ensures that Seaford North Primary School provides the highest quality education for your child.

Workforce Composition

In 2023, there were 38 teaching staff, 4 administration staff and 6 Education support staff with varying time fractions employed at the school.

School size, structure and geographic location

We are uniquely situated on 7 hectares of land bordering extensive heritage listed wetlands. At the end of 2023, we had a school population of 477, with 245 females and 231 males. One percent of students had English as an additional language and one percent were Aboriginal or Torres Strait Islander.

We are an authorised International Baccalaureate (IB) World School offering the Primary Years Programme (PYP). We have an animal farm, vegetable gardens, a natural bushland area, a new state of the art and sporting complex. Before and after school care was provided by Team Kids.

In 2023, the school operated 23 classes, specialist programs in Visual Arts, Performing Arts, P.E, Science, Chinese (Mandarin) and a user paid music program. In addition, a range of support programs were provided for students, including Levelled Literacy Intervention, a Tutoring Program, a High Abilities Program and a Phonics Program.

Social and enrolment characteristics

The overall school's socio-economic profile is based on the school's Student Family Occupation and Education index (SFOE), which takes into account parents' occupations and education. The school SFOE is currently 0.2293.

Principal-Range 4

Job type:

Full time / From 07/10/2024 - 06/10/2029

Job classification:

Principal-Range 4

Contact:

Bridget Mohr | 9786 5674

Principal-Range 4