Principal-Range 2

Department of Education Victoria; Tarnagulla; On-site; AUD 120,000 - 180,000; Full time

Job summary

Tarnagulla Primary School in Tarnagulla, Victoria, seeks a Principal to lead planning, delivery, evaluation and continuous improvement across the school, aligning with the Victorian Curriculum. You will work with the school council, manage resources, and represent the Department in the local community while fostering a positive, inclusive learning culture.

The role requires capacity to build a shared vision, support staff wellbeing, and engage with families in a rural setting.

Qualifications

• Appropriately qualified individuals registered with VIT.
• Capacity to create a shared vision and set school goals.
• Ability to lead teaching quality and promote collaboration.
• Experience developing improvement plans and leading change.
• Proven ability to manage human, physical and financial resources.
• Commitment to professional learning and staff wellbeing.
• Ability to engage with community and families in a rural setting.
• Knowledge of diversity, inclusion and child safe practices.

Responsibilities

• Lead planning, delivery, evaluation and improvement of education.
• Act as executive officer of the school council and support council meetings.
• Ensure financial and resource systems are effective.
• Represent the department in the school and the local community.
• Develop policy and strategic planning with staff and students.
• Promote inclusive, safe and supportive learning environment.
• Oversee collaboration with other small schools and cluster activities.

Skills

Vision and values

Teaching and Learning

Improvement and Change

Management

Development

Engagement

Community

Education

Victorian Institute of Teaching registration

Job description

Department of Education Victoria – Tarnagulla VIC

6d ago , from Department of Education & Training Victoria

Tarnagulla Primary School, located in the township of Tarnagulla, is a rural community in the Loddon Shire, with a total enrolment of 18 students. The school was founded in 1874. The main school building incorporates two classrooms, a break¿out space, currently utilised as the school¿s library, staff and administration facilities. There are two portable classrooms used for specialist classes and OSHC. The grounds include one basketball court, an oval, bushland, and a new inclusive play space. The school staff consist of a principal, 2.0 EFT teaching staff, two part time specialist teachers (MARC Van and the Arts) and two part-time educational support staff. The SFOE is 0.57 which places the school in the High band.The National Consistent Collection of Data (NCCD) indicates that 60% of students receive adjustments with their academic or social & emotional learning.

The vision and belief of Tarnagulla Primary School is that all students have the potential to learn and succeed in an environment of dignity and respect. The school's mission statement, 'To Inspire Learning' emerges from this belief. The school continues to seek to create the ideal conditions in which the school community (students, staff and parents) is motivated and engaged with a mindset oriented towards their intellectual and personal development.

Tarnagulla Primary School undertook their school review in Term 4, 2025. As part of the review, students described the school as a supportive and child-focused environment where they received what they needed to be successful, including brain breaks and appropriate classroom supports. They reported feeling safe at school and highlighted the positive relationships they shared with staff. The curriculum at Tarnagulla Primary School reflects the Victorian Curriculum framework, with weekly specialist programs in Science, Visual Arts, Performing Arts and Physical Education.

Tarnagulla Primary School provides a caring school environment where every child's effort and achievements are valued. Parents and carers form an important part of the school community and are encouraged to become involved in school life. Tarnagulla PS is an inclusive school community with expansive grounds that offer children plenty of room for exploration, learning, play and sport.

As a rural school, the staff value and prioritise opportunities to work collaboratively with other small schools. They are a member of Goldfields Small School Cluster. This cluster brings together small neighbouring schools for collaboratively coordinated sporting events such as swimming, cross country, athletics and summer sports as well as shared school camps and excursions program. This provides students with opportunities to interact with a greater cohort of students and build relationships that assist when transitioning to a shared local secondary college.

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 nurturing, stimulating and inclusive environment that supports the diverse social, emotional and educational needs and aspirations of all students and staff within our small rural setting.

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';


• 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.