Principal-Range 2

Rupanyup Primary School is located in the central Wimmera region in the shire of Yarriambiack, with the closest major town being Horsham. It is a feeder school for Murtoa College. In 2024 the school has 16 students.

There are 14 families in the school this year. The children of families from farming districts travel to school by bus. The school is staffed by the principal, two full time teachers and a 0.6 business manager.

The school is set in large grounds that include a shaded climbing area and newly constructed play spaces, and a landscaped garden and sport courts at the front of the school. Adjacent to the school and within the school's responsibility is a shared community swimming pool.

The main building of red brick was constructed in the 1920s. The school has had two additions over time: a freestanding learning technologies centre that houses the art room, and the youth hall that was relocated and refurbished in 2007. Within the main building the school has a well-patronised library, and the Mobile Area Resource Centre (MARC) visits the school each fortnight to supplement library resources. The youth hall is used by the community for a range of activities including our OSHC program, playgroup and by the school for extracurricular events.

The School Council assists with school operations and parents are involved in excursions, sporting events, fetes and concerts and community classes. The school is supported by the wider community who are actively involved in a variety of school activities and events. The school operates OSHC which is an after-school program. This is a major boost for the school and its community as many of the families work long hours and require extra support. The Student Council is active in raising money for school events and charities.

All students are given leadership opportunities to foster the school values. Across all year levels, positive behaviours are promoted through the explicit teaching of the values and the implementation of the School Wide Positive Support System. Students participate in inter-school activities, including Year 6 student visits to the nearest secondary college as part of the transitions program, Country Education Program activities with other primary schools and involvement in sports and charities events.

There is also a local kindergarten that is heavily involved in the school community and in school activities, offering numerous engagement opportunities as a part of the robust transition program.

The school's vision is: `Rupanyup Primary School students are welcoming and embrace diversity in an inclusive environment. Together we build skills, friendship, confidence and community spirit.'

The community identified values of Rupanyup PS are: Integrity, Perseverance, Respect, Responsibility and Cooperation. The Rupanyup school motto is: Achieving Together.

The school community invites all interested school leaders to apply for this exciting leadership opportunity and look forward to welcoming their new school principal.

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.

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.

Demonstrated ability to develop a nurturing and stimulating learning environment that supports the needs and aspirations of students, is aligned with our school values, ensures sustainable quality education provisions and displays an understanding of our local community within a rural setting.

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.