(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 understand the unique characteristics of a small, rural school, with particular focus on ensuring consistent enrolments and staffing stability.
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.
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:
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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.
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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 (see Workplace 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
[email protected]
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.
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
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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 at Recruitment in Schools.
To be eligible for appointment as a principal a person must either:
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Be a substantive Principal of a registered school in Victoria; or
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Have a statement of readiness following completion of the Victorian Aspiring Principal Assessment.
At Labertouche Primary we believe that connection is the key to everyone achieving their full potential.
Labertouche Primary School has three values, which reflect the community and school beliefs, and when connected, create the climate for everyone to achieve their full potential:
WE ARE KIND: When we cooperate and show kindness to others, we become healthier, happier and more successful. We respect others and treat people fairly and equally. We include others and accept that all individuals are unique.
WE ARE SAFE: We behave in a safe manner. We protect ourselves and others from injury, risk and danger. We value ourselves and others by providing a safe and inclusive school environment.
WE ARE CURIOUS: We continually grow, learn and question what is around us. Curiosity propels us toward deeper engagement, superior performance, and more-meaningful goals.
These values form part of our behavioural expectations and are explicitly taught to the students. The school community perceives these values as necessary skills for success in life and they form the basis for a safe and supportive learning environment.
Labertouche Primary acknowledges that the behaviour of staff, parents, carers and students has an impact on our school community and culture. We acknowledge a shared responsibility to create a positive learning environment for the children and young people at our school.
The classes are well supported at Labertouche Primary. We have excellent Student/Teacher ratios to ensure students receive the maximum individual attention. All classes are supported by Education Support Staff.
We have a highly qualified and experienced Science teacher to run a ¿hands on¿ Science program at Labertouche Primary. This program allows our students to access high quality science equipment and opportunities on a weekly basis for one semester of the year.
Alongside our science program, we also have a qualified Music Teacher, PE teacher, LOTE teacher, Visual Arts teacher, and Librarian (MARC Van) running programs in our school.
The facilities at our school are second to none. We have an enormous playground, a covered sandpit, a multipurpose court and huge amounts of space to play and learn. Inside, we have a kitchen facility that allows the children to cook, spacious classrooms, and a well-stocked library.
We currently have an enrolment of 78 students and a dedicated team of 21 staff, including a 0.4 Mental Health and Wellbeing Leader, 6 Classroom Teachers (both full and part-time), and 15 Education Support staff, including a 0.47 Business Manager. The current SFOE at Labertouche PS is 0.4.
