Location Profile
Wangala Primary School is a small school nestled in the suburb of Belmont, approximately three kilometres from the centre of Geelong. In 2026, the school will have an enrolment of approximately 110 students, consisting of a P/1, 1/2, 2/3, 3/4 and a 5/6. The school moved onto new grounds located on Kidman Avenue at the beginning of 2021, taking possession of two new buildings located on the previous Oberon High School oval, offering state of the art facilities and ample room to grow our community. The existing Oberon High School gymnasium was refurbished with the school taking possession of this in 2022, and an additional modular building was recently added. With abundant grounds, the students have space to move and play, with playgrounds, a sandpit, gaga pit, and sensory stations around a walking path around our soccer field and football oval. In 2026 the staffing profile of Wangala Primary School will include the principal, two part-time Learning Specialists, five full time equivalent (FTE) classroom teachers, multiple part time Education Support (ES) staff, a part-time Business Manager and a part-time Office Manager. The school will also have a Wellbeing Officer who works part time. Art, Music, STEAM and PE are offered across the year with specialist teachers, and an Inclusion and Wellbeing Teacher is employed in a part-time capacity. The chosen language at Wangala Primary School is AUSLAN with students and staff learning alongside each other. Wangala Primary School also hosts students from the newly established Geelong English Language School, who opened their doors adjacent to our school site in 2025. Students from GELS utilise the facilities of Wangala Primary School, including sharing recess and lunch time breaks.
Wangala Primary School's vision is underpinned by its values, being caring, respectful, community minded, and future focused. We value the extension of each student's individual potential by encouraging, recognising, and rewarding effort and achievement. We provide educational programs that support the development of the whole child - social, emotional, developmental and academic needs. We encourage students to achieve their personal best and to become respectful, responsible and safe citizens within society. Our values have been embedded in student learning and form the basis for our school curriculum and culture. School Wide Positive Behaviour Supports are implemented, and all staff are Berry Street Education Model, trauma informed trained, to best help our students thrive. Our students have the opportunity to participate in the Stephanie Alexander Kitchen Garden Program offering the chance to engage in unique real-life literacy and numeracy experiences, while fostering a pleasurable food experience.
Staff at Wangala Primary School are committed to working in a team to best achieve improved student and teacher learning. We work in a 'Professional Learning Community' (PLC) to improve our teaching and learning programs, in a whole school approach.
The school delivers evidence-based teaching and learning programs and is committed to ensuring all students achieve. We value student learning and strive to ensure students have meaningful goals, targeted teaching and learning programs that recognise individual student needs. Our students are provided with opportunities to grow as sustainable citizens, and with a new site, have developed a vegetable garden and sustainable practices, capitalising on student voice opportunities.
Wangala Primary School is proud of its local Wadawurrung name, meaning to 'make right' or 'make good', and strive to achieve graduates who are the best versions of themselves. Indigenous culture and perspectives are spread through all that we do at Wangala Primary School including in the naming of our buildings, and our established house system.
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
Other Information
No job description available 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.