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Principal-Range 3 (Principal-Range 3)
4 months ago
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 ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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.
Location Profile
Spensley Street Primary School is located in the inner northern suburb of Clifton Hill, on the edge of the Merri Creek and Yarra Bend Park. At Spensley Street Primary School we strive to develop highly-skilled, knowledgeable and caring young people. We want our students to be successful, lifelong learners, who will become active, engaged and thoughtful citizens.
The school has an SFOE of with 18 EFT teaching staff, including 1 assistant principal and EFT ES staff. The student enrolment for 2024 is 298 students with an enrolment capacity of 450.
We promote and sustain an inclusive, inspirational and robust community of students, staff, parents and carers. We take a whole-school approach to ensuring the wellbeing of our community. We provide diverse, challenging and child-centred learning programs to develop successful, lifelong learners. The educational, social, emotional and physical needs of the whole child are of primary importance and we are committed to an assessment program that values progress and achievement in all these areas.
Our vision of a successful learner is one who is:
An open-minded and creative thinker A resilient and reflective self-manager An empathetic and reliable collaborator A responsive and respectful communicator A curious and persistent researcher A courageous and responsible contributorWe want our students to develop a strong sense of social justice, and to acquire the knowledge, skills and confidence to think critically about their world. Spensley Street Primary School provides an inclusive, multi-aged learning environment. The integrated curriculum is both broad-ranging and developmentally appropriate. Developing students' personal and social skills and understandings so that they become caring, socially responsible and active participants in the world is a key goal shared between staff and the school community.
Our multi-aged class structures group students of different ages together for learning, giving them opportunities to experience a range of social and working relationships. The multi-age environment promotes a strong sense of community and of taking responsibility for oneself and others. Students are grouped in multi-age home groups, located in four large open plan learning areas. Each of the four Learning Areas houses students from Foundation to Year 3 or Years 4 to Year 6, giving students of different ages many opportunities to know each other and work together.
Teachers provide our students with stimulating, targeted and challenging learning opportunities to ensure they become successful, confident learners with a strong sense of self. The school fosters a strong, supportive community for our families. We value our staff and recognise their importance, in partnership with families, in supporting students to realise their learning potential. Collaborative planning and team teaching is a strong feature of the school.
At Spensley Street, students participate in class and specialist programs that include art, music, Italian, PE and STEAM. They take part in a camping program that includes annual visits to our school owned camp at Glen Forbes.
