Principal-Range 2

Job Description Location: Gippsland | Orbost Job type: Full time / From 28/01/2025 - 27/01/2030 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1439570 Location Profile Newmerella Primary School was founded in 1889.
It is located 40km east of Lakes Entrance and 5km east of Orbost and is a Bushfire At-Risk Register BARR school - level 2.
Students who attend the school live in Newmerella, Orbost or commute on school buses from the Lochend, Bete Bolong, Simpson's Creek and Corringle surrounding areas.
Our school has an SFOE of 0.4750 and an enrolment of 44 students.
Staffing at the school includes 3 EFT classroom teachers (of which 1 is a part-time numeracy learning specialist) and a part-time (3 days per week) STEAM, Auslan and Music teacher and 1.8 EFT Education Support Staff (1 full-time and 2 working two days per week).
Both School Chaplain and Business Manager are in part-time roles.
In addition, the principal has a 0.4 teaching role, and the school also employs a tutor in school.
The current leadership structure includes the principal and the Numeracy Learning Specialist.
Newmerella PS has strong links with local schools through the Snowy River Education Community (SREC), where there is a Community Practice approach in developing and delivering the ARTS cluster programs that support student transition, promote school wide positive behaviours and enhance teaching and learning practice.
The school has recently been engaged in the Department of Education and Outer Gippsland Area TLI, PLC, SWPBS and Literacy strategies development work.
The key focus of this work has been the introduction of Spelling Mastery, Heggerty, Sounds Write and the Science of Reading (Phonemic awareness, phonics, fluency, vocabulary and comprehension).
To enhance student mental health and wellbeing, the school has developed a comprehensive social and emotional learning program that incorporates key elements of the Respectful Relationships, SWPBS, Bounce Back and Uniting Friends programs.
To strengthen the work with students identified as at risk, teachers have been skilled in trauma informed practice and counselling services are provided by the school's chaplain and play therapist.
The school also delivers AUSLAN as a language, with additional programs that support and engage students in their learning including the Tutor Learning Initiative, Science, Technology Engineering and Art Design and Maths - STEAM - and a school breakfast program.
The school buildings include an indoor multi-purpose hall, arts, bicycle, garden and sports equipment storage sheds, one main building of 4 classrooms adjoined by a shared open learning space, a separate building with adjoining kitchen classroom and STEAM/staff professional development and meeting room, office administration and staffroom.
The grounds include three separate adventure playgrounds with the installation of synthetic grass soft fall, basketball and volleyball courts with synthetic grass and an oval, bike track vegetable garden, orchard and chicken coops.
The school conducts comprehensive camps, excursions and outdoor education program that incorporates bicycle education, surfing and stand-up paddle boarding and a performing arts and instrumental program.
This is supported by a new school bus that assists in transporting students to these activities.
Recent focus has been on building improved student voice, agency and leadership opportunities through the formation of a junior school council.
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).
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: 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: 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 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.
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