Principal-Range 2

Government schools; Mildura; On-site; AUD 150,000 - 185,000; Full time

Job summary

Colbinabbin Primary School in Victoria seeks an experienced principal to lead planning, delivery, evaluation and improvement of education for all students, with effective deployment of Department resources.

As executive officer of the school council, the principal will ensure council advice is provided and decisions implemented, while supporting staff and the community. The role emphasizes high standards, wellbeing and inclusive practice.

Qualifications

• Provisional or full registration with the Victorian Institute of Teaching.
• Experience leading teaching and learning improvements.
• Ability to develop and implement improvement plans and policies.
• Ability to manage human, physical and financial resources.
• Commitment to diversity, inclusion and safe workplaces.
• Knowledge of Victorian Child Safe Standards and Department policies.

Responsibilities

• Deliver a comprehensive education program for all students.
• Act as executive officer of the school council and support council decisions.
• Establish and manage financial systems in line with Department requirements.
• Represent the Department in school matters and community engagements.
• Implement decisions of the school council.
• Contribute to system-wide policy planning and development.
• Manage and integrate school resources across the site.
• Involve staff, students and the community in policy development and review.
• Report on school achievements to the Department and school community.

Job description

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 foster and develop existing relationships and partnerships between the school and its broader community to enhance the quality of the school's education program.

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 foster and develop existing relationships and partnerships between the school and its broader community to enhance the quality of the school's education program.

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

Colbinabbin is a small rural township, situated in a picturesque setting in the Shire of Campaspe, 60km northeast of Bendigo.

Colbinabbin Primary School provides a focal point for the wider Colbinabbin community.

Approximately 20% of students travel to school by bus from within the district. Our families are predominantly involved in agriculture and viticulture.

In 2026, we have an enrolment of 50 students, with 4 classes.

The staffing profile of the school is the principal, 4.2 EFT teachers and 0.4 EFT business manager. In 2026, the principal teaches a grade 5/6 class two days per week.

At Colbinabbin Primary (CPS) we work to ensure our children enjoy their education and are active and healthy learners who try their best. We aim to provide all children with the skills and behaviours to achieve their life goals.

At CPS we teach children who have a range of ability levels, skills and attributes; children with unique personalities, interests and wants. They remain the focus of all we do.

Our school motto is 'Learners today, leaders tomorrow'.

We strive to abide by 5 core values in our everyday interactions with one another and in the development of our programs and policies:

RESPECT - for ourselves, others and things around us

HONESTY - truthfulness and open communication in all our actions and thoughts.

TRUST - by having confidence in and believing in the ability of those around us.

UNDERSTANDING -to be accepting, supportive and tolerant of everyone in our school community.

COOPERATION - to assist and support each other in our work.

The small size of our school assists in providing a safe and friendly learning environment, where the strengths and needs of individual students are known.

The focus of our teaching is to provide a differentiated teaching and learning program where children's individual needs are being met and where learning is challenging, yet success can be experienced.

Data is used to guide us in the creation of literacy and numeracy groups and to determine individual point of need teaching. Whole group, small group and individual activities are visible in all classrooms every day. We teach a broad and rigorous curriculum in line with the Victorian Curriculum. ICT use and skill acquisition is embedded within all curriculum areas. A curriculum scope and sequence exists from P-6 and from this document teachers plan their learning program.

Our strong commitment to the Campaspe Small Schools Cluster provides our students with further opportunities to broaden their social, sporting and cultural networks through sporting days, camping programs, cultural days and excursions.