(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
How have you demonstrated your ability and commitment to establishing an inclusive learning environment that caters to the needs of all students?
In your response, please provide specific examples of how you have:
Engaged the school community, including the use of community hubs, partnerships or outreach initiatives, to strengthen inclusivity, belonging and student wellbeing.
Built authentic relationships with families and community stakeholders to support engagement and participation in learning.
Built the capacity of staff to cater to the diverse academic, social and emotional needs of students.
Fostered a culture where all students, families and staff feel valued, included and empowered to contribute to the school community.
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:
-
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:
-
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 at Recruitment in Schools.
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.
Purpose Statement: St Albans Heights Primary School's Purpose statement is: Soaring to Greater Heights! Vision: At St Albans Heights our graduates will be empowered to thrive, collaborate and think critically.
They will be supported by the school community and will be at the centre of all decision making. All students will be provided with highly effective instruction, in every classroom, every day. They will have sound literacy and numeracy skills and an inquiring mindset to create opportunities to live successful lives.
They will develop positive social and emotional capabilities and a strong moral compass in order to effectively contribute to society. Values: St Albans Heights Primary School's values are: Honesty, Excellence, Respect and Belonging (H.E.R.B). Our mascot, introduced in 2021, is Herb the Hawk. St Albans Heights Primary School was established in 1968 in the western suburbs of Melbourne within the City of Brimbank. A total of 223 students were enrolled at this school in 2024, 109 female and 114 male. 88 % of students had English as an additional language. The school's socioeconomic band value is High, which represents a high level of socio economic disadvantage in our community.
The leadership profile for SAHPS in 2024 was 3 Principal Class Officers, and 1.6 Learning Specialists, we currently have 15.5 EFT staff and 10.71 EFT support staff. Trend data indicates a drop in enrolments over the last few years. We cater for students with differing needs from Foundation to Year 6 and our students come from diverse cultural backgrounds. The school's Student Family Occupation and education Index (SFOE) is considered high. We provide a structured, supportive and motivating educational environment where every child experiences a stimulating curriculum with challenging and achievable goals that will meet their needs.
Physical Education (PE), Visual Arts, Science Technology Engineering and Mathematics (STEM) and Japanese are our current specialist areas and we offer English as an Additional Language Support, Language Support, Levelled Literacy Intervention and Library services to support our literacy program. The school is organised into composite classes, which ensures smaller class sizes for all students.
Our school focuses on quality teaching and learning and our teaching and non-teaching staff are dedicated to developing each child to their full potential. Staff differentiate the learning according to the needs of each individual student. A strong emphasis is placed on a team approach to planning and teaching, implementing and evaluating all of our programs. Staff worked in team teaching situations with two classes effectively working together. The second half of the year saw us move to single classes, due to the capital works program.
Data and evidence is key to driving school improvement. Our school and 4 | Department of Education St Albans Heights Primary School parent community have a shared vision for all students at our school. Through positive role modelling and co-operative learning we encourage our students to respect the rights of others, to act in a responsible manner and to strive for excellence at all times. We have a number of school student leaders (School Captains, House Captains, Sustainability, Engagement and ICT Leaders, Class Captains) with designated roles and responsibilities across the school.
We aim to equip our students with the skills necessary to build positive social relationships, to work and learn in teams and the strategies required to manage and resolve conflict. Student Wellbeing continues to be a priority across the school. There are a number of support services for students and families including a student counsellor (4 days per week). We currently have approx. 7 students funded on the Program for Students with Disabilities (PSD) program and a number of students who aren't funded but require additional support. The school values of Honesty, Excellence, Respect and Belonging play an important role in the way we manage issues across the school.
We also provide a number of students with lunch on a daily basis and food boxes for some of our more vulnerable families. The school has a strong transition program building links with the local kindergartens, childcare centres and secondary colleges. The school provides technology for students to use to assist with their learning; iPads for F-2 and MacBook's for 3-6 in the classroom, with a ratio of almost 1:1 access. Family-School partnerships are encouraged and actively sought for the benefit of our students. These partnerships are based on trust and mutual respect for the role that families play in a child's education.
A Community Hub is based at the school and provides strong links between home and school, running a number of programs including English language classes, Cooking classes, playgroups and walking groups to name just a few. The school has a partnership with Blu Earth to increase student engagement and increase active participation. We also offer free after school sporting clinics such as cricket through Cricket Victoria, which are always well attended. The school has a partnership with ACMI (Australian Centre for Moving Image) and we work collaboratively to engage and build students skills in digital literacy and digital technology.
The school is part of the Stephanie Alexander Kitchen Garden Program and our year 3/4 students work in the garden and learn cooking skills once a week. In 2024 we had 5 International full fee paying students attending SAHPS who are provided with support within the classroom and small group learning. In 2024 the Capital Works program consisting of $13.45 million dollars began, (funding was announced in 2022) the project consists of rebuilding the North Building (Building A) and installing a new covered playground.
The new works consists of 6 brand new classrooms, new 5 | Department of Education St Albans Heights Primary School administration block and library space. Works will continue into 2025.
