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 and Training 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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET 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.

The Victorian Government committed to deliver 100 new schools between 2019 and 2026. This commitment includes new Brookfield Primary School opening in 2024.

Brookfield Primary School (interim name)

• We’re building a new primary school in Brookfield. It will open day one of Term 1 in 2024 and help the growing local population get a great education close to home.
• The school is located at 91 Grand Scenic Drive, Brookfield, 3338.
• It will be able to enrol up to 575 students, including approximately 50 places for young people with specialist needs, when the school is complete.
• The school will open for enrolments for students in Prep to Grade 6.
• Brookfield Primary School (interim name) is a supported inclusion school, which is a mainstream school with additional professional capabilities and facilities designed to cater for a higher than usual proportion of students with disability. Students with disability will receive enhanced support and high-quality, evidence-based educational provision alongside mainstream students to the greatest extent possible in a safe, accessible and supportive environment.
• The 2024 new school zones will be published online at findmyschool.vic.gov.au in Term 1, 2023.
• The new school principal is expected to be appointed by Term 2, 2023.
• The community will be able to help choose the new school’s name via the Engage Victoria website. Following consultation, the school’s name will be announced in Term 3, 2023.

Brookfield Primary School is a supported inclusion school that provides education for all students including a specialist enrolment provision for students with intellectual disability. Supported Inclusion Schools are designed to provide opportunities for all students and educators to benefit from inclusive models of teaching and learning and staffed with varied expertise. The new school presents an exciting opportunity for the Principal to exercise significant influence on the creation of a contemporary inclusive school connected to the community and focused on the learning outcomes of all students. Supported Inclusion Schools work best when staff come with a range of expertise in inclusive education, including special education.

The Principal of Brookfield Primary School will have leadership qualities which ensure the effective operation of the school upon commencement, with responsibilities in the year prior to opening including to:

• work collaboratively as part of a Planning Group and consult with the community as required to make key decisions for the establishment of the new school
• develop a whole-of-school culture of excellence and inclusion within the educational rationale for the new school;
• develop a vision for learning and designing a framework for pedagogical approaches which maximise the opportunities presented by the inclusive and contemporary learning spaces;
• design a school curriculum and organisational structures that will support achievement of the school’s vision and values, including its focus on excellence and inclusion of students with disabilities;
• develop an understanding of the design intent of the new school facilities;
• create an identity for the school – determine the school logo and uniform;
• select and employ staff with both the skills and mindset to ensure the vision of excellence and inclusion is achieved.
• provide appropriate support for staff who are inspired to work collaboratively with the Principal, the staff and community to refine and implement the school’s vision once in operation;
• proactively engage with the local community to develop processes and systems which set the foundations for the new school to become a community hub that links families and children to services and support, provides learning opportunities and builds a vibrant supportive community;
• develop a strategic approach to the professional learning of staff and the ongoing development of the school’s culture of inclusion as it grows;
• establish relationships and network with Principals of the other schools to support and learn from each other;
• make any reasonable adjustments as requested by a student in accordance with the school’s legal obligations under the Disability Discrimination Act 1992 (Cth);
• work collaboratively with the Department’s central and regional offices to select furniture, inclusive equipment, assistive technology and ICT equipment that supports the school’s vision for learning and ensures the design intent of the learning spaces is realised; and
• establish financial and IT systems in accordance with the Department and school council requirements.

Principal recruitment will occur in Term 1, 2023 for commencement in Term 2, 2023. This will provide for a nine-month lead time prior to day 1, Term 1, 2024.