(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.
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 Bruthen Primary School, we promote a strong culture of respect for ourselves, others and our environment, where every student feels safe, included and supported to learn. This positive and inclusive atmosphere enables all members of our school community to strive to be their best.
Working in partnership with families, we aim to develop confident, curious and capable learners who feel empowered to take on challenges both within and beyond the classroom. Set in a picturesque rural location overlooking the Tambo River valley, our school reflects a strong sense of community, where students care for one another and families are welcomed as active partners in learning.
We are committed to providing a safe, secure and engaging learning environment for every student. We recognise that when students feel happy, healthy and supported, they are better able to achieve their full potential. At Bruthen Primary School, student wellbeing and learning are closely connected, and both are prioritised in all aspects of school life.
In 2026, Bruthen Primary School had an enrolment of 66 students, and operates 3 classrooms, Foundation/Grade 1, Grades 2/3, and Grade 4/5/6 and is facilitated by 1 principal, 3 full-time teaching staff, a part-time Specialist Art, Science and P.E. and a part-time Wellbeing Practitioner. We have 5 part-time Educational Support staff members, 1 Business Manager and 1 Student Family Occupation. The current SFO index of 0.3957
Opening in 1872, Bruthen Primary School boasts a historic red brick building with three modernised classrooms, a well resourced library, foyer and administration and staff areas. Separately, there are portable buildings utilised for art, STEM and additional classrooms.
Bruthen Primary School has achieved consistently high student outcomes, as evidenced by NAPLAN results in years 3 and 5 and has received positive endorsements from staff, parent and student opinion surveys. The Differentiated School Performance Measure indicates that the school is high in both learning and wellbeing and well above similar school comparisons.
The school has maintained a strong focus on our strategic priority to improve wellbeing and learning outcomes for all students, with an emphasis on embedding consistent processes and practices to 'Keep Learning Moving Forward.' We recognise that each student is on an individual learning journey, and that high-impact teaching relies on teachers having a deep understanding of the curriculum, effective instructional practices and purposeful assessment to support ongoing growth for every learner. The school has engaged heavily with the Department's reading and mathematics position and the implementation of the VTLM 2.0
We continued to strengthen the consistent application of the Gradual Release of Responsibility model by embedding effective teaching practices across all classrooms. Professional learning has supported teachers in deepening their understanding of small focus group instruction and intervention. Across all classrooms, there was a continued emphasis on gradually releasing responsibility to students throughout a sequence of lessons. Students typically progressed from modelled instruction to supported practice, including paired and small group learning, before working independently. With an increasingly consistent and shared understanding of this instructional approach, teachers were better able to ensure learning was targeted at each student's point of need.
2025 NAPLAN DATA:
NAPLAN results, outlined in the Performance Summary later in this report, demonstrate exceptional achievement in Year 5 Reading and strong performance in Year 5 Numeracy.
The percentage of Year 5 students achieving in the `Strong' and `Exceeding' bands was as follows:
Reading: 87.5%, compared to Similar Schools (61.7%) and the State (73.9%)
Numeracy: 62.5%, compared to Similar Schools (62.5%) and the State (69.1%)
We are proud of our consistently strong reading results, which continue to exceed those of similar schools and state averages. This reflects the effectiveness of our teaching practices in meeting the needs of a large proportion of our students and provides a solid foundation for learning as they progress from Foundation through to Grade 6 at Bruthen Primary School.
Students participated in a Start Up program designed to strengthen learning and wellbeing. This program provided explicit teaching about our learning model and how each element supports student success. Students developed an understanding of the teacher's role, alongside their own responsibilities as learners. Key learning dispositions such as motivation, perseverance and confidence were explored, along with concepts including growth mindset, `The Learning Pit' and strategies for emotional regulation.
Empowering student voice has been a key priority across the school, with opportunities for students to share their perspectives embedded across all areas of learning, including specialist programs. This focus has strengthened students¿ sense of ownership over their learning and contributed positively to their overall connectedness to school.
To further promote physical activity and social connection, a wide range of outdoor opportunities were available during recess and lunchtime. Students engaged in activities such as riding bikes, scooters and skateboards, building cubbies using pallets, pickets, ropes and tarps, making clay bricks, engineering river and dam waterways, and accessing a broad range of sports equipment.
Whole-school wellbeing was supported through Tier 1 programs including Respectful Relationships, The Resilience Project, Kids Helpline Online, Cyber Safety and Zones of Regulation. Targeted Tier 2 support was provided by our Mental Health Practitioner, who worked with small groups of students to develop social and language skills. In addition, a Youth and Child Counsellor was employed for part of the year, providing weekly one-on-one support for students. External agencies, including dental services, paediatricians, optometrists, audiologists and dyslexia specialists, were also engaged to support individual student wellbeing needs.
Students reported a strong sense of connectedness to school, with 97.4% positive endorsement in the 2025 Student Attitudes to School Survey. This was significantly higher than Similar Schools (78.1%) and the State (77.1%). This high level of connectedness reflects a strong culture of respect for self, others and the environment, where all students feel safe and experience a genuine sense of belonging.
This shared commitment to respect is intentionally developed through a whole-school approach. The school community has co-constructed a shared understanding of what respect looks like at Bruthen Primary School, with each class further defining how this is demonstrated in both learning and play. Students actively contribute to maintaining this culture by providing respectful feedback to one another.
Our Management of Bullying results in the Attitudes to School Survey were also highly positive, with 92.5% endorsement. This was above Similar Schools (81.6%) and the State (76.4%), reflecting the effectiveness of our proactive and supportive approach to student wellbeing.
Bruthen Primary School continued to strengthen student engagement through meaningful connections with families and the wider community. Students participated in a range of authentic learning experiences that extended beyond the classroom and fostered a strong sense of belonging.
Community partnerships enriched learning throughout the year. Our Lawn Bowls unit was supported by local Bowls Club members who volunteered their time to work alongside students. Parents contributed to the Art program by teaching a range of printing techniques and supported excursions throughout the year. Students engaged in key community events, including the Winter Festival, the ANZAC Day Dawn Service, and the Omeo Show, where they displayed artwork. A Cultural Day at Cape Conran, delivered by a local Aboriginal organisation, further strengthened students' understanding of culture and connection.
Additional programs supported student engagement and wellbeing. Monthly student-led assemblies provided opportunities for students to share learning goals, reflect on their progress and celebrate success. `Tucker Tuesday' enabled all students to participate in cooking while being supported through mentoring opportunities. A Playgroup operated onsite, and Breakfast Club ran twice a week to support student readiness for learning. KESO involvement also supported a student in further exploring and strengthening their sense of identity.
Student wellbeing and engagement were further supported through a focus on the Zones of Regulation and Respectful Relationships, with key information regularly shared with families through the school newsletter to strengthen the home-school partnership.
Opportunities for family engagement included the Prep Parent Information Session, School Production, Parent-Teacher Interviews, and Year 6 Graduation and Picnic. Across the school, all students set learning goals, self-assessed their progress and were supported to develop their voice, agency and leadership, contributing to increased engagement and ownership of learning.
Bruthen Primary School is committed to providing a safe, secure, fun, stimulating, and challenging learning environment for all students. They believe students can reach their full potential when they are happy, healthy, and safe, and when the school culture engages, challenges, and supports them in their learning.
For further information, please visit our website
https://www.bruthenps.vic.edu.au/
