Principal-Range 2

4 days ago, from Department of Education & Training Victoria 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 school's 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 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 on 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.
Selection Criteria 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.
Teaching and Learning: Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support, and collaboration.
Improvement, Innovation and Change: Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.
Management: Demonstrated capacity to ensure that the school's human, physical, and financial resources are efficiently allocated and managed.
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.
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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD).
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.
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.
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.
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.
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.
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