Principal-Range 2

Sherbourne Primary School opened in 1971 and is located in Briar Hill serving the surrounding communities of Briar Hill, Montmorency, Greensborough and Eltham. Sherbourne Primary School is part of the Banyule-Nillumbik Network of schools in the North-Western Victoria Region.

The school resides on spacious natural grounds with modern classrooms and facilities including the provision of attractive rooms for all specialist areas. The main building includes the administration office, classrooms, and staff areas. A library, gym/hall and outdoor deck areas provide additional learning areas. There have been recent upgrades to the oval, along with new shade sails and toilets.

In 2024 the enrolment is 59 students, organized into 4 composite classes:

• one Prep/1 class
• one 2/3 class
• one 4/5 class
• one 5/ 6 class.

Teachers work in P-3 and 4-6 teams. Sherbourne Primary School has 12.4 equivalent full-time staff including 1 Principal Class, 4.6 teachers and 6.8 EFT education support staff.

The school is committed to creating a community where all students feel accepted, respected, and encouraged to reach their full potential, and are empowered to embrace learning, and strengthen their emotional, social and physical wellbeing.

A comprehensive Victorian curriculum is delivered by experienced staff with a focus on the development of the whole child, characterised by a positive learning environment, strong interpersonal relationships and the language of growth mindset. Classroom teaching and learning is augmented by the provision of a specialist curriculum in Visual Arts, Japanese and Physical Education F-6. The environment and sustainability are important aspects of the school curriculum. Access to digital technologies and a range of software programs is provided through the flexibility of school owned devices.

SCHOOL VISION

Sherbourne Primary School is committed to creating a community where all students feel accepted, respected, and encouraged to reach their full potential, and are empowered to embrace learning, and strengthen their emotional, social and physical wellbeing.

OUR MISSION

Our mission is to provide a positive learning environment by:

• Engaging learners in motivating and challenging programs that are fun and enjoyable
• Ensuring children are safe and happy
• Operating within a spirit of teamwork, co-operation and in partnership with the community
• Delivering quality, well planned, and evaluated learning
• Maximizing the opportunities for all individuals to achieve and succeed
• Fostering tolerance, respect and acceptance of others

OUR PURPOSE

Sherbourne Primary School works to empower all students to be literate, numerate, and curious with a love of learning and the skills to pursue this. We aim to develop articulate, collaborative, and compassionate community members who care about the environment and each other.

OUR VALUES

Sherbourne Primary School values are Respect, Responsibility, Teamwork and Learning. They define how we treat each other and how we want to be treated.

We respect ourselves, our school and each another, and understand that our attitudes and behaviours have an impact on the people around us.

We take responsibility for our actions, our learning, and our environment.

We value others¿ ideas and opinions, working successfully with each other to achieve our goals.

We strive for excellence in our learning, which means trying our hardest and doing our best.

The school continues to host annual community events including the much-loved Sherbourne traditions of Writers Festival, sports carnivals, graduation, the Billy Cart Grand Prix, a Year 4-6 camp, a day Camp for Year 1-3 and the introduction of an annual Teddy Bears' Picnic.

Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.

Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.

Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.

Demonstrated capacity to ensure that the school¿s human, physical and financial resources are efficiently allocated and managed.

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.

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.

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 *******@education.vic.gov.au

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

• 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

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.

To be eligible for appointment as a principal a person must either already be a Principal or have met the Victorian Aspiring Principal Assessment (VAPA) requirement as follows:

• For principal positions advertised between 1 August 2021 and 31 December 2021 a person will be required to have registered to undertake the VAPA before being appointed to a principal position.
• For principal positions advertised on or after from 1 January 2022 a person must have completed the VAPA and be provided with a statement of readiness before they can be appointed to a principal position.