Principal-Range 2

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 capability to lead a small rural school and build on the existing community partnerships that enhance wellbeing initiatives for our diverse 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 (see Workplace 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 marrung@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 at Recruitment 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

The vision at Dunolly Primary School is to prepare young people to become engaged, responsible, and resilient citizens, both within the local and global community. The school aims to equip students with the skills necessary to thrive in a rapidly evolving 21st century, where creativity, collaboration, global connectedness, and adaptability are key to success. The school is committed to providing a contemporary approach to teaching and learning, fostering a purposeful and inclusive learning environment that supports the diverse needs of all students.

Dunolly Primary School has a dedicated and experienced staff-comprising 5.6 teaching staff, 7 education support staff, principal and a business manager-who work tirelessly to create and maintain a well-organized and supportive learning environment.

The school has an enrolment of 87 students. The school operates with a four-grade structure: Prep/1, Year 1/2, Year 3/4, and Year 5/6. In 2026, the school provides an additional teacher in the mornings to allow for a five-grade structure to support smaller class sizes during Literacy and Numeracy time. In addition to core subjects, students have access to specialist programs in science, music, and library studies. The Language Other Than English (LOTE) subject, Auslan, is delivered through an online program, allowing students to connect with and learn an important language for communication.

Targeted interventions are offered across the grade cohorts, addressing the specific learning needs of students who require additional assistance in literacy development. Key programs such as the SPaides program, small group literacy instruction and the explicit teaching of phonics and phonemic awareness are vital in addressing these early language challenges and supporting students in reaching their full academic potential

The school caters for a diverse range of learners, each requiring tailored adjustments to access the curriculum and maintain positive engagement in their learning. Building staff capacity to effectively cater to this wide range of abilities is a continual focus, as is the implementation of individualized adjustments to meet students' specific needs.

The school has maintained a consistent and structured implementation of School-Wide Positive Behaviour Support (SWPBS), underpinned using a common language and explicit teaching of behaviour expectations. This approach has been integral to supporting students as they navigate the school environment and engage positively with their peers and teachers.

The school's comprehensive wellbeing framework is documented in the Instructional Handbook, which outlines a multi-tiered, school-wide approach to behaviour prevention and intervention. This includes clear guidance on classroom supports, behavioural expectations, and differentiated adjustments across Tier 1 (universal), Tier 2 (targeted), and Tier 3 (intensive) levels of need.

Parent and carer engagement is a clear priority, embedded in both school culture and practice. The school actively cultivates a sense of community through inclusive events such as the annual Stomp Dance Day and Community Carols Evening, both of which invite families to celebrate learning and connect in a shared school environment. Communication with families is further enhanced through multiple platforms, including Seesaw, Compass,· and the school's Facebook page, which provide timely updates, celebrate student success, and share school-wide announcements.