Location Profile
Darnum Primary School is a thriving rural school located approximately 7 kilometres east of Warragul, in the picturesque township of Darnum. The current enrolment of 178 students, the school has a proud history of educating the local community for well over 100 years. Set amongst rolling green farmland with views towards Mount Worth, Darnum Primary School provides a welcoming and engaging environment for students and families from Darnum, Warragul and surrounding areas.
The school operates across eight classrooms, with single year levels in Foundation to Year 2, and composite classes from Years 3 to 6. A committed and professional team of staff work collaboratively to support student learning, wellbeing and engagement, ensuring that every student is known, valued and supported to achieve success. This team consists of 16 teaching staff and 12 educational support staff. As part of the school's improvement architecture, a dedicated School Improvement Team (SIT) drives whole-school priorities. This includes a Learning Specialist focused on instructional coaching, a Mental Health in Primary Schools (MHIPS) and Student Engagement Leading Teacher, a Disability Inclusion Coordinator, and Literacy and Numeracy Leaders who guide curriculum development and evidence-based practice across the school.
Darnum Primary School is an active and inclusive learning community of visible learners who strive to be the best they can be academically, socially and emotionally. The school's values of Friendship, Respect, Organisation, Growth and Safety (FROGS) underpin all aspects of school life and are explicitly taught and modelled to develop confident, respectful and resilient young people.
Teaching and learning at Darnum Primary School is grounded in evidence-based practice, with a strong focus on explicit instruction in literacy and numeracy. Staff use data-informed practices to design targeted and responsive learning experiences that support growth for every student. There is a clear commitment to continuous improvement, with a focus on building strong foundations and extending students to achieve their full potential.
Student wellbeing is a key priority, supported through a whole-school approach that promotes inclusion, engagement and positive relationships. The school has an established partnership with The Resilience Project, which enhances the delivery of the Respectful Relationships curriculum and supports students in developing emotional literacy, resilience and positive mental health. A range of lunchtime clubs are offered throughout the week, providing students with additional opportunities to connect, explore their interests and build a sense of belonging.
In addition to its core learning programs, Darnum Primary School offers a comprehensive specialist program including Physical Education, Japanese, Visual Arts, Music and STEM. These programs enrich student learning and provide opportunities for creativity, physical development and global understanding.
The SFOE for Darnum is 0.36
To support busy families, Darnum Primary School offers a school council-run Outside
School Hours Care (OSHC) program, operating daily for both before and after school care This program provides a safe, supportive and engaging environment for students beyond school hours, further strengthening the school's commitment to meeting the needs of its community.
Darnum Primary School values strong partnerships with families and the wider community, recognising that these connections are vital to student success. Parents and carers are actively encouraged to engage in school life and contribute to a positive and supportive learning environment where student achievement is celebrated.
Through its strong academic focus, commitment to wellbeing, and deep community connections, Darnum Primary School provides a high-quality and inclusive education that prepares students with the skills, knowledge and dispositions to thrive now and into the future.
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.
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.
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 *******@
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:///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:///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:///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.
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.