Location Profile

Bundarra Primary School is situated in the seaside town of Portland on Gunditjmara land within the Glenelg Shire in Victoria. With 91 students, we support 4 classes with 20 dedicated staff in a range of roles. We use an explicit teaching instructional model based on VTLM (Victorina Teaching and Learning Model 2.0) We provide a protected and caring environment for all students, with student wellbeing at the core. Staff are highly trained in the Berry Street Education Model, supporting our school family through a nurturing and equitable approach. We provide individualised adjustments for students and have developed strong tier 1, tier 2 and tier 3 practices.

Enthusiastic and professional staff team continually strive to provide the best educational programs for our students; broadening their own education through Professional Development activities and working within Professional Learning Communities. We use OTR (Opportunities to Respond) Strategies to engage students and plan for teaching and learning through various data analysis tasks. A comprehensive curriculum covers all areas of the Victorian Curriculum: The Arts, English, Health and Physical Education, Languages Other Than English (LOTE)- Dhauwurd Wurrung, Mathematics, Science, Studies of Society and Environment, Technology.

2020 saw the introduction of the exciting Gunditjmara Culture and Languages in Schools initiative, across 7 Portland area schools, led by Bundarra. This is a partnership between the Department of Education and Training (Victoria) and Gunditj Mirring Traditional Owners Aboriginal Corporation (GMTOAC). We explicitly teach local and national Indigenous concepts alongside the Dhauwurd Wurrung language as our LOTE.

Bundarra participates in interschool sporting competitions; Athletics, Cross Country, Aussie football, U13 cricket, netball, Basketball, Swimming, soccer, and golf competitions. For sporting activities, Bundarra Primary School has four ¿houses¿: Red, Blue, Green and Yellow. We offer recess activities for students which encourages multi-age relationships with our cohort of students.

We support individual students and families through formal structures and links with support agencies. Student Support Group (SSG) meetings involving staff, parents, carers and specialists such as physiotherapists, occupations therapists, psychologists, visiting teachers and speech pathologists are held four times a year to formulate individual learning goals based on each student¿s ability, strengths and needs, that form their Individual Education Plans (IEP). Student achievement data is used throughout the year to inform teaching and learning and lesson planning, ensuring students are taught at individual point of need.

Our school Wellbeing Officer provides support with good choices, mindfulness, anti-bullying, friendships and self-management. We develop relationships using restorative practices (students meet in a protected environment/ circle discussing concerns to fix issues and repair relationships). Students are comfortable to share their concerns, which we resolve promptly and professionally. A highly experienced and supportive staff contributes to a whole school team approach to student wellbeing. The Student Representative Council is an excellent forum for students to share their voices throughout the school, with Activities, Environment and Fundraising subgroups actively improving our school. Student Leaders are very active at Bundarra, leading assemblies, special events, ceremonies, and school tours.

Bundarra Primary School- BE YOUR BEST SELF!

Selection Criteria

1. Educational leadership and teaching and learning

Demonstrated capacity to provide effective educational leadership that improves teaching and learning outcomes for all students,



including the ability to lead the implementation of evidence-informed teaching practices and support high expectations for student achievement.

2. Leading improvement and change

Demonstrated capacity to lead and implement school improvement initiatives, using evidence and data to identify priorities, monitor progress and evaluate impact.

3. Leading people and building capability

Demonstrated capacity to build the capability of teachers and Education Support staff through professional learning, coaching, feedback, collaboration and a culture of continuous improvement.

4. Student wellbeing, inclusion and engagement

Demonstrated capacity to promote a safe, inclusive and supportive learning environment that prioritises student wellbeing, engagement, inclusion and positive relationships.

5. Organisational and operational leadership

Demonstrated capacity to effectively manage significant school programs, resources and processes, and to make informed decisions that support the school's strategic priorities.

6. Communication, collaboration and community engagement

Demonstrated highly developed interpersonal and communication skills, with the capacity to build positive relationships and work collaboratively with staff, students, families and the wider school community.

Role

Successful applicants may negotiate altenative staertind dates and/or time fraction.

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

This role will include 1 day of specialist teaching and flexibility of classroom teaching support.

Responsibilities

Typically, assistant principals perform one or more of the following functions:

- supervision and coordination of the work of senior curriculum or level coordinators;
- allocation of budgets, positions of responsibility and other resources within the area of responsibility;
- supervision of the delivery of teaching programs;
- management of programs to improve the knowledge and experience of staff;
- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
- contribute to the overall management of the school;

Who May Apply

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

Diversity and Inclusion

The 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.au

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.

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

Qualification Requirements

To 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; and
- if 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'; and
- 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 at Recruitment in Schools.

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