Principal-Range 3

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 a commitment to providing a Child Safe environment at school, including listening to children and young people about their needs, promoting cultural safety for First Nations Australians' children and children of culturally and/ or linguistically diverse backgrounds, and actively fostering an inclusive environment for children with disability and or other wellbeing related needs. 

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

Alphington Primary School is a school of 388 students situated in an area nestled between Heidelberg Road and the Yarra River. It is set amidst residential streets, close to parklands, a sporting oval and public transport. The school is a focal point for the community it serves and has a long history of active parent and community involvement.

The school has 24.3 EFT teaching staff and 2.89 FTE ES staff and this includes 1 principal, 1 assistant principal and 2 learning specialists.

One of the great strengths of this school is the strong partnership between home and school. Parents take an active role in many facets of school life including, classroom support, home reading, homework, working bees, School Council, and sub committees. A wide range of fundraising activities including a highly successful annual fete run by parents and heavily supported by the local community unites the community past and present.

Our school aims to develop a love of learning as a life-long process in a safe, nurturing environment. We implement high quality teaching and learning programs where children develop to their potential. Children are respected for their individuality and are encouraged to become empowered individuals who take control of their learning through a collaborative classroom approach.

The school strives for academic excellence with particular emphasis on the recognition that all children have individual talents that need to be extended and challenged. There is a commitment to the personal growth of each child and the school places great importance on the development of responsibility, compassion, care for self and others and respect for the environment. The curriculum is delivered through an enquiry model of curriculum design that is integrated with a strong emphasis on the development of skills, concepts, knowledge and values. School camps and an extensive excursion and incursion program extend and enrich our students understanding of the world.

We are proud of our Specialists programs. All children are provided with a Performing Arts program, which culminates in performance. There is an exemplary instrumental music program conducted after school. An outstanding Physical Education program has seen our students regularly competing in District and State finals over the years. A Visual Arts program that culminates in the annual Art Show. The teaching of Mandarin is the language of choice for our students, supported by our sister school in Huaibei China.

A dedicated team of teaching staff have high expectations for student learning and demonstrate a high level of commitment and professionalism. Staff are responsible for the delivery of quality educational programs as they work in teams using an inquiry approach, to plan, teach, evaluate and share their expertise. There is a commitment to continuous improvement through a staff professional development program that keeps teachers abreast of current educational theory and methodology.

The school site includes modern flexible classroom areas, two library spaces, music room art/craft room and competition grade gymnasium. The playground includes two large turf playing areas, age-appropriate creative play equipment areas, basketball/netball court, as well as shaded and passive recreation areas.

Alphington Primary School is a community where diversity is valued and the strengths and talents of students, staff and parents are recognised and respected.