Overview Work type: Full time Salary: Salary not specified Grade: Principal-Range 6 Occupation: Teacher Location: Maryborough Reference: 1470546 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, 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 understanding and commitment to the unique nature of a P-12 school, including a specialist setting, and a desire to meet the diverse student learning and wellbeing needs whilst continuing to maintain Maryborough Education Centre's inclusive, welcoming, regional appeal. Role 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. Responsibilities 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. Who May Apply Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching. EEO AND OHS Commitment 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. The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrungeducation.vic.gov.au Child Safe Standards 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 DE Values 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 Conditions of Employment 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 VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person. VAPA Requirement 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. Location Profile Maryborough Education Centre's vision is to be an inclusive, connected, and flourishing learning community. Our values are Aspiration, Kindness and Respect. Maryborough Education Centre (MEC) caters for the families of Central Goldfields Shire, which is recognised as one of the most disadvantaged local government areas (LGA) in Victoria and is in the bottom 10% of LGAs in the nation in terms of socio-economic disadvantage. Maryborough Education Centre (MEC) is a Prep-12 campus that includes a Specialist Education Setting. The current enrolment is 924 students with approximately 115 of these students funded under Transition Funding, Program for Students with a Disability (PSD) and Disability Inclusion (DI). The school maintained an enrolment of around 1000 students for a decade up until 2024. The school's Student Family Occupation Education (SFOE) index has declined over the last few years. In 2024, the Student Family Occupation and Education Index (SFOE) band value is High. School facilities feature a Performing Arts Theatre, gymnasium, a well-resourced library, and the Trades Skills Centre to support woodwork, fabrication and other activities. Extensive ovals, landscaped gardens and adventure playgrounds surround the learning pods to ensure students have plenty of spaces to enjoy and explore during breaks. Significant work has been undertaken to continue the development of the school's buildings and grounds. The school prides itself on its regional appeal and enjoys the bushland setting and outlook that surrounds the school. The staffing profile of MEC includes a Principal, five Assistant Principals, 71.15 full-time equivalent teachers including 7.0 leading teachers, 5.9 Learning Specialists, 32.99 full-time equivalent Education Support (ES) staff, 33.31 full-time equivalent Teacher Assistants, 0.8 ICT TSSP and a qualified school nurse for a 0.4 time fraction. The school also has a doctor and nurse practitioner 1.5 day per week under the Doctors in Secondary Schools program. An area of school wide focus has been the implementation of the Respectful Relationships program and Real Schools Partnership. Maryborough Education Centre is proud of the extensive wellbeing supports and initiatives that are provided to students and families. Students are at the heart of every decision. The school has an outstanding canteen which meets the needs of the entire school community through catering for school events, preparing student lunches, and providing free food for vulnerable students on a daily basis. Maryborough Education Centre has expanded on its partnership with Teach for Australia, Melbourne University and Latrobe University and in 2023 employed 5 paraprofessionals who have all excelled in their roles. The school provides an approved curriculum based upon the Victorian F-10 curriculum, along with VCE and VET senior programs. Individual Education Plans (IEPs) identify the specific learning goals for several priority cohorts of students including Specialist students, PSD and DI funded students, students with Aboriginal or Torres Strait Islander heritage, and students deemed by staff as needing extra support or extension. We have successfully embedded the Middle Years Literacy and Numeracy Support (MYLNS) program with the employment of a teacher and literacy tutors employed through the Tutor Learning Initiative (TLI). All students who participate in this program have an IEP, which are used to guide teachers in the planning and delivery of individualised programs. Maryborough Education Centre has accessed support in recent years from the Education Department's regional workforce, engaging with the Differentiated School Support initiative, as well as literacy and numeracy coaches. The school is currently working with an Education Improvement Leader (EIL) and the Intensive School Support team to shift student outcomes data. Applications close Monday 21 April 2025 at 11.59PM Posted 25 March 2025