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.
(g)Community Criterion
Demonstrated capacity to develop a positive school culture that nurtures and supports the needs and aspirations of all students and staff; and which continues to build strong partnerships with parents and the broader community.
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.
(g)Community Criterion
Demonstrated capacity to develop a positive school culture that nurtures and supports the needs and aspirations of all students and staff; and which continues to build strong partnerships with parents and the broader community.
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.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au
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.
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.
VAPA Requirement
To be eligible for appointment as a principal a person must either:
- Be a substantive Principal of a registered school in Victoria; or
- Have a statement of readiness following completion of the Victorian Aspiring Principal Assessment.
Location Profile
At Ashby, our school motto is 'Strive to Excel,' and we promote and live by the following behaviours through our school mascot T.E.R.R.I. Thinking, Enjoyment, Reflection, Resilience, and Inclusion. Our school vision is: 'At Ashby, we are an inclusive learning community. We embrace respectful relationships that foster wellbeing and academic growth for all. Our TERRI values are the foundation of the personal and social development of our school community.'
Our school culture provides personal learning opportunities that focus on individual growth and development, with a strong commitment to continuous improvement in Literacy and Numeracy. We offer quality learning programs across all curriculum areas, designed to cater to the diverse needs of our students. Visual Arts, Performing Arts, Physical Education, STEM and Indonesian programs are implemented with qualified teachers.
Alongside student growth, we are committed to continually growing our staff's capacity through rigorous professional learning opportunities, drawing from internal knowledge, current research, distributive leadership, and strong links with local schools in communities of practice.
At Ashby, we pride ourselves on the strong relationships we maintain with parents and local businesses, as we believe these partnerships are key to the success of our students and our school. We have a large number of parent volunteers who assist with fundraising, fruit cutting, gardening, and other areas across the school.
We have a strong focus on building Professional Learning Communities (PLC) and are highly regarded as a PLC School within the Geelong Area. Our other key focuses include sustainability in the environment and incorporating these into weekly inquiry units.
Our school community strives to develop a safe, caring, and inclusive environment where mutual respect and the pursuit of personal excellence form the basis of life-long learning.
At Ashby Primary School, we currently have an enrolment of 286 students, with the Principal, full-time Assistant Principal, full-time Learning Specialist (Literacy, Inclusion, Mental Health & Wellbeing) 10 full-time teaching staff, 6 part-time classroom teaching staff, 5 part-time specialist teachers, 12 Education Support Staff, 1 Business Manager, and 1 Administration Support staff. Ashby PS also employs an Occupational Therapist 1 day per week in collaboration with 3 other network schools. We maintain a strong partnership between teachers, parents, students, and local community members, ensuring we provide an educational environment where students are equipped with the social, emotional, and academic skills necessary to become successful and valued members of society.
For more information -- https://www.ashbyps.vic.edu.au/
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Principal-Range 3 in Geelong employer: Government schools
As a Learning Specialist at our school, you will join a vibrant and supportive community dedicated to fostering excellence in teaching and learning. We offer a collaborative work culture that prioritises professional development, allowing you to grow your skills while making a meaningful impact on student outcomes. Located in a diverse area, our school values inclusivity and provides a safe environment for both staff and students, ensuring that everyone can thrive.
