Job Details
Job ID: 1480930
Location: Roxburgh Homestead Primary School
Department: Roxburgh Homestead Primary School
Role Type: Principal
Full/Part Time: Full-Time
Ongoing/Fixed Term: Ongoing
Classification: Principal-Range 4
Apply By: 07/17/2025
Location Profile
Our Purpose
At Roxburgh Homestead Primary School, our mission revolves around empowering students to make well-informed decisions, realise their maximum potential, and contribute meaningfully within a global society.
Situated within the City of Hume, Roxburgh Homestead Primary School is positioned in the suburb of Roxburgh Park. The school boasts appealing sandstone buildings and a convenient adjacency to a local historical site. Moreover, it benefits from its proximity to community amenities like a family day care centre, kindergarten, and a local shopping complex. Roxburgh Homestead enjoys the advantages of a community marked by rich diversity in the cultural and socio-economic backgrounds of its residents. With 28 years of active service, the school presently accommodates 320 enrolled students.
Educational Focus and Initiatives
Our educational approach emphasises daily instruction in Literacy and Numeracy, following a school-wide teaching model. This model establishes connections to prior learning, fostering learning confidence to facilitate growth and extension. Our forward-looking 21st Century Design initiative ensures that students are immersed in not only STEM, but also the Arts, Physical Education, and well-being programs, all of which support deep-thinking skills and problem-solving capabilities.
Our all-encompassing strategy for nurturing active, informed, and healthy children revolves around promoting positive behaviour. We collaborate closely with students and families to foster mental and character strength. Our core values of "Respect, Honesty, Pride, and Success" are deeply ingrained in the classroom, outdoor spaces, and online environments, shaping the expectations for our collective academic and social learning journey. Establishing an inclusive mindset and environment where all children can engage, learn from mistakes, and flourish is of utmost importance.
A key focus of the school is fostering curiosity-driven development of literacy and numeracy skills. Roxburgh Homestead employs a structured approach rooted in the Early Years model for these two curriculum areas, with a particular emphasis on oral language and vocabulary development. The Australian Curriculum serves as the framework for our curriculum delivery, ensuring the provision of high-quality learning programs. The school has developed learning progressions that offer a clear trajectory of learning across all grades. By collecting and analysing data, we ensure the attainment of key competencies and progress across all student groups.
To facilitate learning, students have access to over 500 ICT Devices throughout the school. Our approach to ICT integration across the curriculum prioritizes the seamless merging of technology. With comprehensive professional development opportunities for staff and IT education for all students, this approach equips Roxburgh Homestead to effectively support its students in tackling the educational challenges that lie ahead.
The school also offers specialized programs catering to students with special needs, as well as specialist programs in Visual Arts, Performing Arts, LOTE (Italian), and Physical Education.
Twice a year, we host Student Led Conferences, providing students with the platform to share and celebrate their learning with both parents and teachers. These conferences encourage students to take responsibility for their own learning and foster accountability. They also enable students to self-evaluate their progress and set learning goals.
The Roxburgh Homestead staff comprises an enthusiastic, dedicated, and highly skilled team that collaborates to design and implement innovative policies and programs. These are delivered professionally through a comprehensive whole-school approach to teaching and learning.
Guiding Principles
At Roxburgh Homestead, a strong commitment to student well-being underpins our ethos. We provide a joyful, safe, and secure environment where each child is encouraged to reach their full potential. Our core values Respect, Honesty, Pride, and Success are pervasive across the school and serve as the foundation for our Senior leadership conference. Our policies recognize and uphold the rights of students, teachers, staff, and parents while delineating their respective responsibilities. All staff members are entrusted with implementing these policies concerning student management and discipline. We acknowledge that student learning flourishes when the school community actively engages in school activities. Establishing a robust partnership with parents and garnering significant community support and involvement stand as central tenets of our commitment to optimizing learning outcomes for our students.
Our School Council, marked by enthusiasm and cohesion, furnishes robust leadership and parent engagement in shaping school decisions. Additionally, school-based activities such as performances, sports events, fundraising initiatives, and special occasions serve as effective channels for informal communication between parents and teachers.
Looking Ahead
Our Strategic Plan celebrates the achievements we've accomplished while offering a roadmap for measurable enhancements in the next four years. This strategic plan echoes our emphasis on literacy, numeracy, and cultivating curiosity.
At Roxburgh Homestead, our focus remains fixed on cultivating an inviting environment that champions excellence for our sizable student body. We will underscore high expectations for our students by delivering quality teaching and directing our efforts towards achieving learning outcomes.
Selection Criteria
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
- Proven ability to foster meaningful connections within and beyond our school community through genuine, open engagement and collaborative partnerships.
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
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
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:
- Be a substantive Principal of a registered school in Victoria; or
- Have a statement of readiness following completion of the Victorian Aspiring Principal Assessment.