Department of Education Victoria – Lake Bolac VIC

3d ago , from Department of Education & Training Victoria

VISION

To support and challenge every individual to have a passion for learning, to strive to do their best and to be friendly and happy.

VALUES

Achievement - Work Hard

- Something accomplished, especially by hard work, ability, special effort, great courage
- The act of achieving; attainment or accomplishment.

Respect - Be Nice

- A positive feeling of admiration or deference for a person or other entity (such as an animal, the environment or a religion), and also specific actions and conduct representative of that esteem.

Resilience - Bounce Back

- Be enthused by challenge and change.
- Creativity: Develop talents and opportunity.
- Connection: Respect and care for others and nature.
- Bounce: Toughness and recovery skills in adversity.

GEOGRAPHIC LOCATION

Lake Bolac College is a rural co-educational facility in a small community. The school is positioned alongside the lake and next to the town sporting complex in a natural environment more than 200km west of Melbourne. Native plants and habitat surround the school's ample grounds, providing a relaxed and natural setting. The school is situated in the heart of prime cropping and grazing land.

SOCIAL AND ENROLMENT CHARACTERISTICS

There were 92 enrolments in 2025, with 63 of those engaged in Primary and 36 in Secondary education. The majority of students travel to Lake Bolac College on one of the five school buses, servicing a 30km radius around the surrounding community. The school had three Aboriginal or Torres Strait Islander students, and six students of Maori heritage. 39% of students attracted equity funding.



The school had an SFOE of 0.5313, which represents a high level of socio-economic disadvantage.

STAFFING PROFILE

The leadership team consisted of the Principal, Business Manager, two Learning Specialists (Literacy and Numeracy) and one Leading Teacher (Engagement & Inclusion). An additional 9 teaching staff (7.6 EFT) provided classroom instruction in both generalist and specialist areas. 10 (7.1 EFT) classroom/administrative education support staff filled a range of roles, including office administration, wellbeing support, laboratory technician and classroom support. There was one staff member employed for grounds and general maintenance.

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 qualified 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.

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

📌 Principal-Range 3 (Lake Bolac)
🏢 Department of Education Victoria
📍 Lake Bolac