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Principal-Range 5 - Officer Brunt Road Specialist School (Interim name)Department of Education Victoria Officer VIC10h ago , from Department of Education & Training VictoriaThe Victorian School Building Authority is building a new specialist school in Officer. It will open for day one of Term 1 in 2027 with places for up to 144 students.The school will help meet increasing enrolment demand from the growing local population. It will help local students get high-quality education close to home.The school is located at 80 Pioneer Way, Officer, 3809. It is next to Kurmile Primary School and Toun-nun Integrated Child and Family Centre.The school will provide educational programs for students with mild to profound intellectual disability.A full enrolment policy providing detailed entry eligibility criteria will be available in 2026, once a principal is appointed.The principal is expected to be appointed by Term 2, 2026.The school will be named in the local Aboriginal language, in consultation with Traditional Owners, to celebrate and inspire a connection to Country. The department preferences Aboriginal language names for new schools.When open for Term 1, 2027 the school will include:2 learning neighbourhoodsan administration and library buildinga multipurpose building including rooms for music, drama, food technology and fitness as well as a canteenoutdoor hard courts and carparksjunior and senior playgrounds, an adventure playground, productive garden and active green space.Design renders and an indicative site plan are available on the Victorian School Building Authority website:The Principal of Officer Brunt Road Specialist School will have leadership qualities which ensure the effective operation of the school upon commencement, with responsibilities in the year prior to opening including:work collaboratively with relevant program areas across the Department of Education and consult with the community as required to make key decisions for the establishment of the new schooldevelop a wholeofschool culture of excellence and inclusion within the educational rationale for the new school;develop a vision for learning and designing a framework for pedagogical approaches which maximise the opportunities presented by the inclusive and contemporary learning spaces;design a school curriculum and organisational structures that will support achievement of the school''s vision and values, including its focus on excellence and inclusion of students with disabilities;develop an understanding of the design intent of the new school facilities;create an identity for the school including determining the school logo and uniform;select and employ staff with both the skills and mindset to ensure the vision of excellence and inclusion is achieved.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 supportprovide 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 of inclusion as it grows;establish relationships and network with Principals of the other schools to support and learn from each other;make any reasonable adjustments as requested by a student in accordance with the school''s legal obligations under the Disability Discrimination Act 1992 (Commonwealth);work collaboratively with the department''s central and regional offices, to select furniture, inclusive equipment, assistive technology and ICT equipment that supports the school''s vision for learning and ensures the design intent of the learning spaces is realised; andestablish financial and IT systems in accordance with the department and school council requirements.Selection Criteria(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, evidencebased 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 systemlevel activities.RoleThe 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.ResponsibilitiesThe 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 studentsbe 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 systemwide activities, including policy and strategic planning and development.manage and integrate the resources available to the school.appropriately involve staff, students and the community in the development, implementation and review of school policies, programs and operations.report to the Department, school community, parents and students on the achievements of the school and of individual students as appropriate.Who May ApplyAppropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.Diversity and InclusionThe 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*******@education.vic.gov.auApplicants seeking parttime 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 casebycase basis and will be subject to the operational requirements of the school.Child Safe StandardsVictorian 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:ValuesThe 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:of EmploymentAll 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 preemployment 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 for principal positions of special schools and special developmental schools must hold an approved special education qualification relevant to the position.Qualification RequirementsTo 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; andif 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'';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 atRecruitment in Schools.VAPA RequirementTo be eligible for appointment as a principal a person must either:Be a substantive Principal of a registered school in Victoria; orHave a statement of readiness following completion of the Victorian Aspiring Principal Assessment.Be careful - Dont provide your bank or credit card details when applying for jobs. 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