An outstanding opportunity is available for a Division 1 Nurse with qualifications and/or experience in adolescent or community health nursing, to join an enthusiastic and dynamic team of School Nurses. This is a 0.5 ongoing position. This Secondary School Nursing position based from the Mildura DET office will service Robinvale College

For more details regarding this position please see attached position descriptions.

Department of Education and Training is committed to diversity. The Department places considerable effort and resources into responding to the needs of staff with a disability. People from disadvantaged groups are encouraged to apply for this position. If you require assistance, with the recruitment process, have accessibility or adjustment requirements, please communicate with the contact person listed on this job advertisement or contact the People Division via email: vps.hr.services@edumail.vic.gov.au

Information about the Department of Education and Training's operations and employment conditions can be obtained from the following websites: www.education.vic.gov.au and http://www.education.vic.gov.au/hrweb/Pages/default.aspx.

Applications close 20/04/2020

• Be part of Victoria's oldest Automotive Group, with more than 100 years of history
• A large Group with long-term career and development opportunities
• Inspiring, supportive and fun working environment
  

PM Group is Australia’s oldest privately owned Automotive Group. With over 100 years of history, and 400 employees across 12 sites throughout Victoria. We have been successfully providing lifestyle solutions that meet the changing needs of current and future generations. From cars, car parts, caravans, and finance, we are a large Group who provides long-term career and development opportunities in a variety of roles.

Due to unprecedented growth, we are seeking a ‘DRIVEN’, highly motivated and Apprentice Automotive Technician to join our team full-time, and help us provide ‘Exceptional Customer Experience. Everyone! Everyday!

About the Program

Based in Kilmore, and reporting to the Fixed Operations Manager, we are seeking a highly motivated and enthusiastic individual, with a passion for cars and people looking to join our team as an Apprentice Technician. During your apprenticeship you will be trained in all areas of mechanical repair. At the end of the apprenticeship you will be a fully qualified Automotive Technician, with a fantastic career ahead! 

About you

• Appetite for learning
• Current driver’s licence (manual and automatic)
• Excellent communication skills
• A ‘can do’ attitude
• Results oriented
• Work ethic and reliability
• A ‘DRIVEN’ person, with a passion for cars and people seeking to become a motor technician
• Ability to provide an exceptional customer service to everyone, every day!

 Why you should join PM Group

• Win prizes through our Recognition Program, such as double pass movie tickets, Woolworths gift vouchers and holidays! 

• Exclusive benefits and discounts on products and services

• A fun working environment

• Develop alongside great minds 

• Excellent career development opportunities

• Free services through our Employee Assistance Program

How to Apply

Are you the one we are looking for? Apply now by clicking the ‘Apply’ button and submitting your resume and cover letter.

This is a fantastic opportunity for you to take the next step in your career. Learn from the best, develop and make your mark using the continued success of PM Group.

Be part of our family and apply today!

Eltham High School is a large secondary school on the urban rural fringe of north eastern Melbourne. The school’s primary focus has always been to enhance student outcomes through the provision of high quality teaching and learning strategies.

Eltham High School is highly regarded as an educational institution. Its reputation as an outstanding academic school is well recognised within the community and education circles. The co-curricular opportunities offered to our students across a range of areas including the performing and visual arts programs and the elite sports program are outstanding. Engagement with student leadership initiatives is sustained across all areas and levels of the school.

Eltham High School has established a tradition through its strong commitment to the areas of:

• Inspiring through excellence

• Creativity

• Individuality

• Social Justice.

Eltham High School is a school with high expectations where you feel safe to be yourself and challenged to think critically, to work independently and in teams, to show leadership and to achieve success along many pathways.

We believe that the “Deeds that Count” are:

• Respect

• Integrity

• Respect for diversity

• Environmental and social responsibility. 

Further information is available at www.elthamhs.vic.edu.au

SC1 Demonstrated experience and skills in coordinating a specific education support function.

SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3 Demonstrated high level oral and written communication skills.

SC4 Possess the technical knowledge and expertise relevant to the position.

SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.

SC6 Demonstrated commitment to professional learning and growth for both self and others.

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

• ensure that all first aid procedures are in accordance with the current Worksafe compliance code
• provide first aid treatment to injured or ill students, staff and visitors
• assess condition and when necessary send patient home
• when required supervise students taking medication
• provide advice when necessary to parents and staff regarding the medical condition and demeanour of students
• prepare first aid kits for excursions or other events
• provide first aid post during school emergency procedures
• provide first aid post at designated “whole school” activities off campus (eg. athletics sports)
• liaise with emergency services as required
• maintain register of staff trained in First Aid/Asthma/Anaphylaxis
• maintain Epipen expiry register
• maintain records in C21 and Compass chronicle of first aid treatment of students
• complete injury reports on Edusafe/Worksafe/Emergency Management when necessary
• record student attendance at sick bay using Compass Chronicle
• restock and maintain first aid kits on campus and those used for excursions
• order first aid supplies within the First Aid budget
• report injuries caused by dangerous practices, structures or equipment to OH&S representative or Business Manager
• from records of treatment/sick bay attendance, advise subschool coordinators, Student Services Leader and/or parents if patterns emerge indicative of medical or other problems at school or at home
• provide advice to staff/students on first aid matters

• when requested, provide information sessions to students and staff on first aid matters
• provide Epipen verification opportunities for staff
• in conjunction with an approved First Aid Training Provider organise first aid training for staff
• provide twice yearly staff briefing in anaphylaxis

• provide general administration support to the general office or other areas of the school as requested

This is a part-time (28.75 hours per week) position and unless requested, attendance is not required during the school holidays.

Remuneration and leave entitlements are according to the Victorian Government Schools Agreement 2017.

Hours of employment are 9.00am to 3.15pm Monday to Friday with a 30 minute lunch break per day.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

QUALIFCATIONS required:

• current level First Aid Level 2 Certificate which must be maintained during appointment (training funded by school)
• current Victorian driver’s licence
• hold, or be prepared to complete training for the School Anaphylaxis Supervisor qualification.
• successful applicant must hold a current employee Working with Children Check

• 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

The Victorian Government is delivering 100 new schools between 2019 and 2026. This includes the new Merrifield West Primary School (interim name) opening in 2021. In the 2019-20 State Budget, the Victorian Government allocated $624,831,000 for new school construction across the state. These funds have been allocated to 25 new school, including Merrifield West Primary School (interim name).

Merrifield West Primary School (interim name) is located on 3.50 hectares of land at Blackmore Road, Mickleham 3064. On opening, Merrifield West Primary School (interim name) will have an enrolment capacity of 525.

Merrifield West Primary School (interim name) abuts rapidly growing residential areas in the suburb of Mickleham. The school will work in partnership with the community to provide authentic learning opportunities and best academic and personal outcomes for all students.

Construction on Merrifield West Primary School (interim name) commenced in March 2019 and will be completed in late 2020. This will allow the school to occupy the new facilities ahead of opening in Term 1, 2021.

It is proposed the new school will establish a set of guiding principles to inform and guide future community use of both school and community facilities. Where appropriate, the new school could establish Joint Use Agreements with the City of Hume to develop access and use arrangements for agreed shared facilities.

Shared Vision and Goals

Merrifield West Primary School (interim name) will have a clear and shared understanding of their educative purpose, values and vision. The school will build consensus among staff about how these values can be consistently communicated and collaboratively put into practice in order to guide all educational decisions made.

The establishment of a vision will allow the school to create a compelling view of the future that engages all stakeholders in the educational journey. Relationships between staff, students, parents and the wider community will reflect what is valued and provide a strong platform for dialogue and engagement. Communication about goals as well as progress towards them will be a regular part of the school’s processes.

To ensure tomorrow’s leaders receive skills to achieve in life, the alignment of the schools focus on the needs of learners and empowering all students to learn and achieve personal success regardless of their individual circumstances. Personal success in learning involves developing a positive disposition to learning and the holistic development of self—intellectual, emotional, social and physical. Health and wellbeing, developing a sense of community and belonging, inclusion of all learners and honouring and celebrating diversity are vital to a strong society.

Knowledge and understanding of themselves and their world, combined with developing general capabilities, will ensure young people are equipped to participate and contribute meaningfully in society—a society facing the complexity, uncertainty and challenges that continue to emerge in a highly connected, globalised, technological world.

The vision for education aligns with global trends in 21C learning. It is considered highly probable that learning will continue to evolve according to themes that are already evident:

• approaches to learning and teaching that recognise the holistic, personal and social nature of learning and that we learn through every aspect of our lives
• greater integration of school with community
• increasing global and virtual connectedness
• greater accessibility to learning anytime, anywhere and anyhow
• learning through the lifespan and across ages
• learning extending outside of traditional hours
• increasing opportunities for learning through virtual experience

The overarching design principle–responsive design

Responsive design requires that, while being required to support and enable the four key Education Principles, the Facilities design and facilities management systems must:

• focus on removing all barriers to inclusion (Universal Design);
• enable individual school communities to implement their own learning and teaching approach e.g. ensure the Facilities can adapt to a range of organisational models to be developed by the school leaders, staff and community;
• enable Facility-based decisions concerning specialisation;
• embed the potential for adaptability for varied current uses; and
• be future focussed and able to be reconfigured to accommodate changing needs resulting from new learning technologies, curriculum changes and changing demands for use that might occur over the long term.

The principles of the Education Facilities Design of Merrifield West Primary School (interim name) are derived from the following Education Principles:

Learners and learning are central

Create contemporary learning environments that facilitate a learning and learner-centred approach:

• design integrated Learning Settings and zones that support and enhance a full range of learning and teaching activities for a range of group sizes from individual, one to one, small collaborative groups to larger group learning, including:
  • direct, explicit teaching, demonstration and presentation
  • dialogue, storytelling, community of inquiry
  • meetings for discussion, planning and decision-making
  • structured and free-form interaction and collaboration
  • creative activities with media, general and specialised equipment and
  • materials
  • investigative activities with general and specialised equipment and
  • materials
  • construction, modelling and simulation through play-based learning
  • and/or authentic settings
  • display of learning resources and student work
  • quiet reflective activities and/or individual research
  • rehearsal and performance
  • gatherings, assemblies’ ceremonies
• support disciplinary and interdisciplinary learning within and between AusVELS knowledge domains for each stage of learning
• ensure age-stage appropriate fit out of spaces for learning, recreation and socialisation
• provide choice of spaces to support individual learning needs (e.g.: for quietness and a sense of enclosure)
• provide seamless access to learning by ensuring virtual connectivity locally, nationally and globally
• ensure ease of access to learning and teaching resources at the point of use through distribution of appropriate storage throughout learning spaces
• activate, invigorate and enrich learning spaces - indoor and outdoor
• ensure all areas of each Site are assets for learning and maximise the use of the outdoor environment as an integrated component of the total learning environment paying particular attention to sustainability education
• Support collaborative learning and teaching for professionals
• make provision for meeting spaces for professional collaboration and planning in small, medium and large groups
• enable teacher modelling, mentoring and peer observation by ensuring teaching is visible and can be observed unobtrusively in situ
• design learning spaces for seamless flow of students and teachers between integrated Learning Settings and spaces
• arrange and layout the Learning Settings to provide for seamless access to and from required resources and ease of flow between spaces
• juxtapose spaces ensuring continuity and appropriate merging of atmosphere and acoustic requirements
• provide fit out of the Learning Settings that is appropriate for the specific learning activities for which the setting is designed.

Community

Support a sense of community and belonging within the Facility and within the wider community

Design Facilities that:

• welcome and promote inclusion of the community
• actively promote community access and engagement
• have a human, family feel as opposed to an institutional feel
• have community focal points that create wholeness and oneness through gatherings, incidental crossroads and serendipitous social interaction
• support Learning Neighbourhoods and Learning Communities as the basic organisational structure
• involve the sharing of resources and learning spaces
• inspire participation in, and responsibility for the learner’s
• community and respect for others and property
• provide Facilities that can be shared by the community to host a diversity of purposes, including out of school hours support, for building a community culture
• respond to the local context and assist in creating a local context for new communities
• promote integration over segregation including integration of relocatable buildings through innovative design and effective master planning

Diversity

Promote and support enhanced inclusion, access and choice for all learners

• promote and support enhanced inclusion of learners with special learning needs
• go beyond minimum compliance and employ Universal Design Principles (design for all) that aim to make the built environment more usable by more people–equitable access, flexibility in use,
• simple and intuitive use, perceptible information, tolerance for error, low physical effort, size and space for approach and use
• provide choice in Learning Settings
• provide signage, display areas, meeting and gathering spaces to honour and celebrate cultural diversity and contribute to the development of intercultural understanding

Wellbeing

Design Facilities that are aesthetically pleasing, welcoming and support the physical, emotional and social wellbeing of the students and staff

• provide a welcoming entry to all Facilities
• provide indoor conditions and amenity that support and enhance learning
• promote delight and inspiration among students and the broader school community
• educate the aesthetic imagination and the senses
• include informal community and social spaces and hubs and thus opportunities for students to further develop personal and social capability
• provide a continuum of learning and recreation
• actively promote the safety and security of all students, staff and visitors and minimise security risks
• integrate Facilities with the natural and urban environment
• actively promote safe and easy access by all modes of transport and encourage students and staff to travel by sustainable modes of transport wherever possible

Focus on Teaching and Learning

The quality of classroom teaching at Merrifield West Primary School (interim name) will be a significant indicator of the school’s effectiveness. Effective teachers know how students learn and build on the knowledge their students bring with them. Purposeful teaching will ensure that all students have the opportunity to learn in a classroom environment that has clear learning objectives, challenging learning goals and ongoing and systemic monitoring and feedback.

High Expectations of All Learners

Merrifield West Primary School (interim name) will have high expectations of all members of their school community. Teachers and students will be challenged to take advantage of all opportunities to learn and to persist when confronted with situations that require new learning. An explicit focus on effort rather than ability underpins learning interactions and the modelling of desired behaviours as there is a shared belief that all students can learn to high levels.

High expectations are also evident in the quality of relationships between all members of the school communities and their engagement and contribution to the wider community. A commitment to continuous improvement will be reflected in the way that the schools consistently communicate the importance of self-improvement and higher standards when initial targets and goals are met.

Accountability

The school will establish a rigorous and intelligent system of accountability through which school, teacher and student performance can be monitored and evaluated. The school will use performance data to identify, support and monitor all students and plan professional learning activities for staff. Valid and reliable accountability measures will also allow the school leadership team to provide parents with meaningful information about the progress of the school and their children.

Learning Communities

Merrifield West Primary School (interim name) will aspire to become a learning community that shares a common vision and goals, where all members work collaboratively to enhance the teaching and learning environment. Learning communities are comprised of individuals with diverse expertise and knowledge which is valued, and through collaboration, drawn out, shared and used to solve school-based challenges. The learning community fosters openness, dialogue, inquiry, risk-taking and trust. In this environment, teachers feel they can make informed and responsible decisions about innovative teaching strategies.

Stimulating and Secure Learning Environment

Merrifield West Primary School (interim name) understands that the nature and quality of the environment in which students and teachers work in has a significant impact on their learning. Effective schools are stimulating places to those learning, working and visiting. The design of the environment embodies the values and principles of the school and fosters creativity and a culture of learning. Quality relationships contribute to an environment where all members feel safe, secure and valued.

Establishing the new Merrifield West Primary School (interim name)

The new school presents an exciting opportunity for a Principal to exercise a significant influence on the creation of a contemporary school connected to the community and the future effectiveness of learning outcomes of the students.

The Principal of Merrifield West Primary School (interim name) will have leadership qualities which ensure the effective operation of the school upon commencement, with responsibilities in the year prior to opening including to:

• work collaboratively as part of a Planning Group and consult with the community as required to make key decisions for the establishment of the new school, including:
  • developing a vision and educational rationale for the new school;
  • developing a vision for learning and designing a framework for pedagogical approaches which maximise the opportunities presented by the inclusive and contemporary learning spaces;
  • designing a school curriculum and organisational structures that will support achievement of the school’s vision and values;
  • developing an understanding of the design intent of the new school facilities;
  • creating an identity for the school – determine the school logo and uniform; and
• select, employ and provide appropriate support for staff who are inspired to work collaboratively with the Principal, the staff and community to refine and implement the school’s vision once in operation;
• proactively engage with the local community to develop processes and systems which set the foundations for the new school to become a community hub that links families and children to services and support, provides learning opportunities and builds a vibrant supportive community;
• develop a strategic approach to the professional learning of staff and the ongoing development of the school’s culture as it grows;
• establish relationships and network with Principals of the other schools to support and learn from each other;
• work collaboratively with the Department’s central and regional offices to select furniture and ICT equipment that supports the school’s vision for learning and ensures the design intent of the learning spaces is realised; and
• establish financial and IT systems in accordance with the Department and school council requirements.

The commencement date for the Principal of Merrifield West Primary School (interim name) has been set as the start of Term 3 in order to allow sufficient capacity to undertake the above in the year prior to the school opening in Term 1, 2021. The key focus of this additional period is to proactively engage with the local community and to ensure effective school opening in 2021.

(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:

- 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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

SCHOOL PROFILE STATEMENT: Thoroughbred Primary School (interim name)

Thoroughbred Primary School (interim name), entity number (5581), as a primary school at Thoroughbred Drive, Clyde North 3978, effective 1 January 2021.

CONTEXT AND VISION

Background
Thoroughbred Primary School (interim name) is located on 3.50 hectares of land at Thoroughbred Drive, Clyde North. This site has been acquired from a developer (BRI016615, Attachment 1).
On opening Thoroughbred Primary School (interim name) will have an enrolment capacity of 525, which will be the long-term enrolment for the school.

In the 2019-20 Victorian State Budget, DET received appropriation of $624,831,000 for new school construction (state-wide). These funds have been allocated to 25 new school and additional works projects, including Thoroughbred Primary School (interim name).

Construction of Thoroughbred Primary School (interim name) will commence in early 2020 and is due to be completed in late 2020, allowing for the school to occupy the new facilities ahead of opening in Term 1, 2021.

Thoroughbred Primary School (interim name) will open for enrolments in F–6 year levels in Term 1, 2021.

Principal recruitment is planned for Term 2, 2020, for commencement in Term 3, 2020 to provide for a six-month lead time prior to day 1, Term 1, 2021.

The facilities have been designed with the following key design principles in mind:

• Designs that place a strong emphasis on flexibility;
• Learning spaces that are capable of supporting different learning styles and recognise that that children learn in different ways;
• Buildings with a public realm that are visually stimulating, inviting to the community and readily accessible to all;
• Comfortable and safe work places for all students, staff and visitors; and
• Cost effective building designs that allow for low lifecycle and operational costs and minimal building maintenance.

More information about the school building projects is available on the VSBA website https://www.schoolbuildings.vic.gov.au/pages/map.aspx

(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:

- 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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

Background

The Victorian Government is delivering 100 new schools between 2019 and 2026. This includes the new Truganina South East Primary School (interim name) opening in 2021. In the 2019-20 State Budget, the Victorian Government allocated $624,831,000 for new school construction across the state. These funds have been allocated to 25 new school including Truganina South East Primary School (interim name).

Truganina South East Primary School (interim name) is located on 3.50 hectares of land at Doherty's Road, Truganina 3029. On opening, the school will have an enrolment capacity of 525.

Construction commenced in early 2020 and is due to be completed in late 2020, allowing for the school to occupy the new facilities ahead of opening in Term 1, 2021.

The Find My School website (https://www.findmyschool.vic.gov.au) outlines the school zones for 2021, including Truganina South East Primary School (interim name).

Planning to activate Truganina South East Primary School (interim name) is currently being undertaken by the Regional New Schools Advisory Group (RAG). The RAG is representative of key stakeholder groups in the community, including DET personnel, local Principals and other local community representatives.

Integrated Early Learning Centre

In the 2019–20 Victorian State Budget, funding was received for the construction of an Early Learning Centre (ELC) next to Truganina South East Primary School (interim name). Integrating the school and early learning centre helps local children make a smooth transition from pre-school and reduces the number of drop-offs for some parents with kinder and school-aged children.

More information about the school building projects is available on the VSBA website https://www.schoolbuildings.vic.gov.au/pages/map.aspx

Principal recruitment

Principal recruitment will occur in Term 2, 2020 for commencement in Term 3, 2020 to provide for a six-month lead time prior to day 1, Term 1, 2021.

(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

Ability to establish a positive and inclusive school learning environment and culture within an inner-city environment. Applicants should demonstrate expertise in actively engaging all students, parents, educators and community as the school develops and grows.

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

The Victorian Government is delivering 100 new schools between 2019 and 2026. This includes the new Eynesbury Station Primary School (interim name) opening in 2021. In the 2019-20 State Budget, the Victorian Government allocated $624,831,000 for new school construction across the state. These funds have been allocated to 25 new school including Eynesbury Station Primary School (interim name).

Eynesbury Station Primary School (interim name) is located on 3.5 hectares of land at Eynesbury Road, Eynesbury 3338.

The site of the school is located 44 km west of Melbourne's Central Business District, located within the Cities of Melton and Wyndham local government areas. Eynesbury recorded a population of 2,577 at the 2016 Census.

Suburbs and townships that surround Eynesbury include Exford, Melton South, Werribee, and Hoppers Crossing.

The construction of Eynesbury Station Primary School (interim name) is due to be completed in late 2020. This will allow for the school to occupy the new facilities ahead of opening in Term 1, 2021.

The primary school will open for enrolments in F-6-year levels in Term 1, 2021. On opening, it is anticipated that Eynesbury Station Primary School (interim name) will have an enrolment capacity of 475.

Eynesbury Station Primary School (interim name) will include a co-located Early Learning Centre (ELC) on the same site. The ELC is funded by the Melton City Council. The ELC will also open in Term 1, 2021. Integrating the school and early learning centre helps local children make a smooth transition from pre-school and reduces the number of drop-offs for some parents with kinder and school-aged children.

Principal recruitment will occur in Term 2, 2020 for commencement in Term 3, 2020. This will allow to provide for a six-month lead time prior to day 1, Term 1, 2021.

(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

Evidence of successful community consultation and connectedness to ensure the success of a new school that focusses on the local context and needs of the Eynesbury 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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

The Victorian Government is delivering 100 new schools between 2019 and 2026. This includes the new Rockbank North School opening in 2021. In the 2019-20 State Budget, the Victorian Government allocated $624,831,000 for new school construction across the state. These funds have been allocated to 25 new school including Rockbank North Primary School (interim name).

Rockbank North Primary School (interim name) is located on 3.5 hectares of land at Fields Street, Aintree 3336 (Local Government Area of Melton). The school will open for enrolments in F–6 year levels in Term 1, 2021. The school will have an enrolment capacity of 525, which will be the long-term enrolment for the school.  

Construction on Rockbank North (interim name) commenced in December 2019 and will be completed in late 2020. This will allow for the school to occupy the new facilities ahead of opening in Term 1, 2021.

Principal recruitment will occur Term 2, 2020, for commencement in Term 3, 2020. This will allow for a six-month lead time prior to opening day 1, Term 1, 2021.

The school will belong to the successful Melton Network of Schools which includes three other new Government schools alongside well-established and thriving schools across primary, secondary, Specialist, P-9 and Senior Secondary.

There is a Children and Community Hub currently in construction adjacent to the school which will house Kindergarten, Maternal and Child Health and community facilities. Together Rockbank North Primary School (interim name) and the Hub can help local children make a smooth transition from pre-school, and reduce the number of drop-offs for some parents with kinder and school-aged children.

(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

A demonstrated capacity to harness the interests and abilities of parents, students, staff and others, through a collaborative and participative approach, to establish a strong and vibrant 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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

Background

The Victorian is delivering 100 new schools between 2019 and 2026. This includes the new Docklands Primary School opening in 2021. In the 2019-20 State Budget, the Victorian Government allocated he $624,831,000 for new school construction across the state. These funds have been allocated to 25 new school, including Docklands Primary School (interim name).

Overview of facilities and opening dates

Docklands Primary School (interim name) is located on 0.55 hectares of land at Footscray Road, Docklands 3008. On opening, Docklands Primary School (interim name) will have an enrolment capacity of 525. The school will open for enrolments in F-6 year levels in Term 1, 2021. The school will help alleviate enrolment pressures for surrounding schools and meet demand from a growing inner-Melbourne population.

The school will include a library, music and arts rooms, administration areas and outdoor learning terraces.Findmyschool.vic.gov.au has been updated to show school zones for 2021, including the zone for Docklands Primary School (interim name).

Construction on Docklands Primary School (interim name) commenced in March 2019 and is due to be completed in late 2020. This will allow for the school to occupy the new facilities ahead of opening in Term 1 2021.

In the 2019–20 Victorian State Budget funding was received for the construction of an Early Learning Centre (ELC) on the Docklands Primary School (interim name) site. The ELC will also open in Term 1, 2021 on the second level of the building and include two kindergarten rooms, administration areas and an outdoor learning terrace.

Integrating the school and early learning centre will help local children make a smooth transition from pre-school and reduce the number of drop-offs for some parents with kinder and school-aged children.

Community consultation

In September 2015, the Department of Education and Training and specialist consultants assessed the need for primary and secondary schools in Docklands. The review covered Docklands and the immediate surrounding suburbs of North Melbourne, West Melbourne, Melbourne, Parkville and Flemington.

Early in 2017, we asked the local community about their aspirations and ideas for a primary school in Docklands. Community feedback was given to the architects to incorporate into the school building design. ¿¿

The Community Engagement Report provides a summary of feedback gathered online or at community workshops (the report can be accessed on the VSBA website)

Principal recruitment

Principal recruitment will occur in Term 2, 2020 for commencement in Term 3, 2020. This will allow to provide for a six-month lead time prior to day 1, Term 1, 2021.

(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

Ability to establish a positive and inclusive school learning environment and culture within an inner-city environment. Applicants should demonstrate expertise in actively engaging all students, parents, educators and community as the school develops and grows.

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

SCHOOL PROFILE STATEMENT: Timbertop Primary School

CONTEXT AND VISION

Background
Timbertop Primary School (interim name) is situated on a 3.5 hectare site in Pink Hill Boulevard, Officer. The school is one of three new primary schools being built for opening in South Eastern Victoria Region in 2021. Timbertop PS will provide for Foundation to Year 6 students on-site from the first day of the 2021 school year. The school has been designed for a long-term enrolment of 525.

Planning to activate the Timbertop Primary School is currently being undertaken by the Regional New Schools Advisory Group (RAG). The RAG is representative of key stakeholder groups in the Officer community, including DET personnel, local Principals, Cardinia Shire and members of the Timbertop Residents Association.

In the 2019-20 State Budget, the Department received appropriation of $624,831,000 for new school construction (state wide). These funds have been allocated to 25 new school and additional works projects, including Timbertop Primary School (interim name).

Principal appointment is planned for Term 2, 2020, for commencement in Term 3, 2020 to provide for a six-month lead time prior to opening in Term 1, 2021.

Educational Vision
Timbertop Primary School will be located adjacent to a fully integrated child and family centre to be established by Cardinia Shire, promoting opportunities to connect lifelong learning and community ownership. Providing high quality early learning and the best intentional teaching is at the heart of community aspiration, delivered through strong partnerships with Cardinia Shire, early years’ service providers and local secondary schools. Across the Cardinia Network, it is recognised that the child is a competent learner from birth and this will drive professionals to deliver opportunities that encourage children to expand their capacities and deepen their understanding of the world with high expectations for every child.

Cardinia Shire has been instrumental in establishing support for this type of joined up approach. Proximity to the Children’s Centre, enables first contact at birth with the provision of fully operational Maternal and Child Care Health service, continuing through the availability of a range of parenting support programs including community playgroups, new parents groups, Kindergarten, and specialist services such as speech and language, early intervention.

Teaching spaces in the Timbertop Primary School will allow for full implementation of a professional learning community approach. Integrated planning and delivery, reflecting on the impact of teaching practice, professional interaction and activation of student voice using evidence-based, high impact teaching strategies are all central to the educational vision. Learning Communities are designed around modifiable spaces that accommodate multiple learning approaches and can flexibly respond to the requirements of students and teachers, creating a sense of shared ownership, inclusion and everyday learning.

Students and teachers will utilise easily accessible technology to achieve collaboration, research and creation. The school should enable learners to investigate ideas collaboratively, encourage learners to create, refine, reflect on and publish their work, facilitating peer-to-peer teaching and engagement, and mobilise social networks for authentic inquiries or investigations. Incorporating a seamless curriculum design and implementation across the child and family centre and primary school will be a high focus.

DESIGN PRINCIPLES
New school facilities in Victoria are designed with the following key elements incorporated into the school ethos and design:

Community: Context and Culture
Establishing a sense of place and community; a framework for the development of an environmentally, socially and economically sustainable urban structure, empowering strong, diverse communities.

Commitment to Whole of Life Learning and Living
An understanding that life-long learning is most successful when it is inclusive of: children, parents, neighbourhoods, wider communities and global citizenship. It must reflect the values, vision and aspirations of all members of the endeavour.
 
Collaboration Between Stakeholders
Partnerships with Cardinia Shire, Early Learning and community service providers, other schools, with parents, students, business and industry, the community and the DET allowing for better return on investment, better implementation, interaction and ideas.

Integrating Evidence-based Knowledge of High Impact Learning and Teaching Research and Strategies
Opportunities to privilege seamless planning, professional interaction and student engagement in learning. Encourage quality professional learning opportunities and the conditions for capturing practice, building practice excellence, knowledge sharing and collaboration through team structures, collaborative design, planning and teaching and peer observations and feedback.

THE OPPORTUNITY
Timbertop Primary School’s design and location within the Timbertop estate represents an opportunity to truly promote lifelong learning. Proximity to the proposed integrated child and family centre and the strong commitment from Cardinia Shire to partner around early learning will ensure that the school is a pivotal place for community connection. The design and intent of learning spaces will facilitate a professional learning community approach enabling educators to collaborate, implement high-impact teaching strategies and reflect on the impact on learning in a continuous improvement culture.

More information about the school building projects is available on the VSBA website https://www.schoolbuildings.vic.gov.au/pages/map.aspx
 

(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 leadership capacity to work in partnership with parents and the community to develop of an inclusive culture of continuous learning across early childhood education, primary schooling and beyond.

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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