Principal-Range 4

Department of Education Victoria; Healesville; On-site; AUD 140,000 - 170,000; Full time

Job summary

Department of Education Victoria – Healesville VIC is seeking a principal to lead Healesville High School, guiding vision, values and a culture of excellence across teaching, learning and student wellbeing. The role involves managing resources, engaging with families and the community, and driving system‑wide improvement in partnership with the Department.

The successful candidate will lead a school with strong community ties, a diverse student body and a commitment to inclusive education, high

Qualifications

• 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.
• Teaching and Learning: Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.
• Improvement, Innovation and Change: Demonstrated capacity to produce and implement clear, evidence‑based improvement plans and policies and lead innovation and change.
• Management: Demonstrated capacity to ensure that the school's human, physical and financial resources are efficiently allocated and managed.
• 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.
• Engagement: Demonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system‑level activities.
• Community Criterion: Building a positive school profile. Demonstrate a capacity to promote the success of the school within the 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.

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.

Job description

Department of Education Victoria – Healesville VIC

2d ago , from Department of Education & Training Victoria

Healesville High School is a small government secondary school for Year 7 to 12, uniquely positioned in the Yarra Valley, approximately 20kms northeast of Lilydale and 60kms from the Melbourne CBD. The school opened in 1961 and has a current enrolment of 320 students. Most students are from Healesville and the surrounding rural communities. Approximately 50% of students use bus transport to and from school. The bus network extends throughout the Yarra Valley and services Yarra Glen, Christmas Hills, Toolangi and Kinglake.

The school services the educational needs of students from a diverse range of socio-economic backgrounds, including many Koori students. Healesville High School has a strong community focus and is proud of its history in working with the local community. Healesville High School prides itself as a very caring and safe school where its students can grow and mature to be confident, articulate and focused young people.

The inclusion of The Talbot Room in 2016, which accommodates the educational needs of children with intellectual and physical disabilities or with significant learning difficulties, means they are now part of the fabric and ethos of the school where inclusivity is encouraged every day. The philosophy of the Talbot Room is to support secondary students full-time in a classroom where each student has an individual education plan designed and implemented by the head specialist teacher. This gives students the opportunity to maximise their learning and to access all mainstream classes, programs, camps and extra‑curricular activities.

The school has outstanding physical resources including a Performing Arts Centre, Language Centre and a Trade Training Centre (Building & Construction and Automotive). The masterplan for the whole site allows for neighbourhoods of learning that are specific to year levels as well as first class specialist facilities throughout. Excellent sporting and other school facilities including an indoor heated swimming pool, two stadia, gymnasium, music rooms, library, designated exam centre and art exhibition space are also onsite. The jointly operated sporting and recreation facilities provide access for students both within and outside school hours. The school has close links with the community and supports programs that enhance opportunities for students.

Healesville High School has an extensive computer network including two computer labs, a Bring Your Own Device program and excellent computer resources that ensure all students have access to innovative and global learning experiences. The curriculum is designed to provide both challenge and support, with extension opportunities available for capable students. Many learning experiences, beyond the classroom, are available for students‑for example: instrumental music, school productions, representation in sports events, develop leadership skills and take part in various camps.

The school has an excellent VCE pass rate and an outstanding record of placing students in tertiary courses. A VCE VM program for Year 11 & 12 students is available, which works closely with the local community. Healesville High School is a member of the Yarra Valley VET Cluster, which works cooperatively to offer a broad range of VET programs. All later years¿ students have managed individual pathways which ensure they have access to a full range of educational and vocational options. The school¿s Trade Training Centre offers senior students the opportunity of completing Certificate II & III in Building and Construction, Automotive Mechanical and Vehicle Body Repairs.

The school¿s professional development program ensures that all staff are at the forefront of educational thinking and reforms and there is a genuine commitment to continually improve the standard of teaching and learning across all areas of the curriculum.

School Pupose

To provide engaging and dynamic learning experiences for all students within a caring school community that nurtures individuals and motivates them to reach their full academic and personal potential.

School Values

Healesville High School is guided by four core values. These values underpin the school¿s culture, inform expectations for behaviour, and support students to become active, respectful and contributing members of the wider community.

Community

Act in a manner that makes others feel safe, supported and included

• Seek opportunities to show kindness
• Cooperate and share
• Actively include others

Embrace the experiences offered both in and out of the classroom

• Involve yourself in new experiences
• Approach all tasks with optimism
• Seek out chances to learn and grow

Respect

Demonstrate a thoughtful approach to the rights and feelings of others

• Care for self, others and the environment
• Listen to others, accept differing opinions and embrace diversity
• Consider how your actions impact others

Endeavour

Perform to the best of your ability in all aspects of school life

• Give time and effort to all that you do
• Seek and act on feedback
• Persist when things are challenging
  

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

Building a positive school profile. Demonstrate a capacity to promote the success of the school within the 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 (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.