Executive Principal - Executive Class

Job ID1435264

Location

Bairnsdale West Primary School

DepartmentBairnsdale West Primary School

Role TypeExecutive Class/Principal

Full/Part TimeFull-Time

Ongoing/Fixed TermFixed Term

ClassificationExecutive Class

Apply By31/10/2024

Other Information

Begin Date07/10/2024

End Date06/10/2029

Hours38.00

Contact NameAlison Clark, Executive Director Outer Gippsland

Phone(03) 4113 7401

School Websitehttps://bwestps.vic.edu.au/

Location Profile

School Context

Bairnsdale West Primary School is located in Bairnsdale in East Gippsland, approximately 280km East of Melbourne CBD. Bairnsdale West Primary School stands on the traditional land of the Brabalung, one of the five major clan groups of the Gunaikurnai people. The school is strongly committed to the teaching and learning of language and cultural perspectives

Bairnsdale West has an SFOE index of 0.5690 and caters for a diverse student population. The school has a steady population, with currently 331 students enrolled with 69 students identified as Aboriginal.

BWPS is a values-based school, requiring leaders and staff to uphold the BWPS Beliefs and Values and the commitment that students are the primary consideration in all decision making. The school is also guided by its motto 'A Caring, Learning Community', as both an expectation and motivation for all members of the school community to lead, support and develop behaviours that place equal emphasis on the academic and wellbeing achievements of students.

BWPS is proactive in supporting and understanding 'difference', whilst working cooperatively to achieve success for all. The school community is comprised of students and families who come from diverse cultural, socioeconomic and educational backgrounds. All staff are committed to providing differentiated teaching to ensure that students are respected and engaged in their learning at an appropriate level. Growth for individual and groups of students is robustly measured on an ongoing basis which is reflected in the individualised target-setting and weekly planning by classroom teachers, as well as the provision of weekly Academic and Specialist Extension Programs and small group intervention programs.

BWPS is committed to the ongoing development and improvement of teaching and learning. This includes:

Whole School Health & Wellbeing

BWPS is strongly supported and guided by the Respectful Relationships Statement of Commitment to 'implementing a whole-school approach to building respectful relationships to prevent family violence in the community'. BWPS effectively applies a research-based approach to improving the health and wellbeing of students through longstanding work with key personnel and resources from the Department's Respectful Relationships initiative and the not-for-profit organisation, Sexual Health Victoria (SHV). Key areas of focus for teaching and learning across the school are emotional literacy, consent, protective behaviours and help-seeking strategies with the bigger picture of creating happy, healthy and resilient students.

Inclusion 

BWPS believes that inclusion involves developing understanding of difference and using this knowledge to support an inclusive environment. This understanding is developed at both staff and student levels in many ways, including:

 - Individual Learning Plans (for PSD-identified students, EAL students, Koorie Students and out-of-home-care students) supported by regular meetings with carers to discuss the child's learning and development.

 - Targeted teaching programs developed by teachers to support differentiation of teaching and learning for the range of knowledge and ability across a grade.

 - Listening and learning from school partners and parents who support the school's ambition to understand educationally disadvantaged groups within the school and make modifications to the school's environment where necessary.

 - Upskilling staff knowledge of specific backgrounds that are relevant to the community and can affect learning (e.g. trauma and poverty) and supporting staff to implement strategies to cater for students.

The Department of Education's Disability Inclusion Reforms commence in 2025 and the school is actively preparing for these changes.

Gunaikurnai Language & Culture

BWPS has a strong, whole school commitment to the teaching and learning of the real history of Australia, particularly in relation to Gunaikurnai country on which BWPS is located. The school has strong connections and mutually respectful relationships with the Gunaikurnai and broader Aboriginal community members, including students, parents, families, elders, community organisations (including Gunaikurnai Land and Waters Aboriginal Corporation - GLaWAC and Gippsland and East Gippsland Aboriginal Cooperative Ltd - GEGAC) and other institutions such as Monash University. The school is proud of its ongoing commitment to a reconciled Australia based on the real history of Australia through the school's annual On Country Professional Development Days for staff and families, as well as lessons and excursions for Junior, Middle and Senior students that include the teaching of the Gunaikurnai language, stories and cultural practices.

Reading Workshop Model

Reading is a major focus for development at BWPS, particularly following the school review of 2022, with an emphasis on practices that support the development of children over their primary school years. As part of this, modifications have been made to pedagogy which has resulted in the implementation of the 'BWPS Instructional Reading Model' that takes into account the high level of knowledge of many teachers and supports the development of all teachers. The model has already resulted in increased engagement and improved comprehension skills in both fiction and non-fiction texts for students across the whole school.

Mathematical Thinking

The school continues to strongly implement the prior knowledge and learnings from the Department-led Primary Maths and Science Specialist Program and the Mathematics Association of Victoria's (MAV) Big Ideas Program and works closely with the MAV. At BWPS all children are encouraged to think mathematically and demonstrate understanding, rather than just follow processes and scripts. Bloom's Taxonomy, which illustrates a continuum of thinking from remembering to the higher-level thinking skills of creating, evaluating and analysing, has been relevant for staff when developing understandings of this belief. Teachers at BWPS utilise Big Ideas in Maths to complete in-depth preparation, identify teachable moments as they occur and monitor and assess student progression.

Structure of Bairnsdale West Primary School

BWPS has a strong belief in providing flexibility in work arrangements, providing casual, part and full-time positions for staff.

The school's structure is currently comprised of a Junior Team (Prep-2), Middle Team (Grades 3-4) and Senior Team (Grades 5-6). Two Leadership Team members support each team. The staffing profile includes the equivalent of 16 classroom teachers, specialist teachers in the areas of Performing Arts, Visual Arts, Science and Physical Education, 1 tutor and 20 education support and admin staff. The school has 2 Assistant Principals and 6 Leading Teachers/Learning Specialists.

Leadership Team members are designated leaders in all academic and wellbeing programs and initiatives across the school and are important to building school culture and commitment to the school motto. They are active and responsible for developing and supporting the teaching and learning of all staff as is demonstrated in the areas of Reading, Writing, Speaking & Listening, Mathematical Thinking, Health and Humanities. The Leadership Team is comprised of Learning Specialists, Leading Teachers, two Assistant Principals and the Principal. The Leadership Team works cooperatively to support all students, staff and families to achieve success and to build trust and understanding.

Classroom teachers at BWPS have a broad range of experience and demonstrate personal strengths daily to achieve positive outcomes for all students. The school has a variety of straight and composite grades providing flexibility to make the most suitable choice for class selections. The school has a large number of education support staff across the school in all classes to support the learning and development of all students.

Parents/carers and community members are respected and encouraged to be active participants in the school. Survey results and behaviours strongly indicate positive relationships and connectedness between families, community and the school.

For further information see the school's website

https://bwestps.vic.edu.au/ 

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.

(f) Community Criterion

Demonstrated the capacity and commitment to effectively inspire, lead & support all members of a school community, with an altruistic, ethical, and empathetic approach, whilst creating an environment where decisions support the beliefs and values of the school.

Attributes:

- Understands and leads change 

- Engages and works authentically with school community

- Develops others

- Fosters a community culture based on respect

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 Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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

Other Information

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.

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