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:
1. ensure the delivery of a comprehensive education program to all students
2. be executive officer of the school council.
3. establish and manage financial systems in accordance with the Department and school council requirements.
4. represent the Department in the school and the local community.
5. implement decisions of the school council.
6. contribute to system-wide activities, including policy and strategic planning and development.
7. manage and integrate the resources available to the school.
8. appropriately involve staff, students and the community in the development, implementation and review of school policies, programs and operations.
9. 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.
EEO AND OHS Commitment
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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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:
DE Values
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Conditions of Employment
10. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
11. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
12. A probationary period may apply during the first year of employment and induction and support programs provided.
13. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITE
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.
VAPA Requirement
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:
14. 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.
15. 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.
Location Profile
Tyrrell College
Tyrrell College is a Foundation to Year 12 school located in the small mallee town of Sea Lake which is about 400 kilometres Northwest of Melbourne. The closest rural centre is Swan Hill (75 kilometres). The community is mainly farm based and the area is well known for its rich grain farming.
The College vision is to provide our students with a high-quality education and support their pathways to further education, training or work. The parents, community, staff and students have "high expectations" of the College and the outcomes it provides for the students.
In 2023, 136 students are enrolled at the College, with Indigenous students making up 4% of the total enrolments. The College's SFOE measure of socio-educational disadvantaged derived from the educational and employment characteristics of parent/carers of students enrolled at the school is Medium.
The College employs the full-time equivalent of teaching and non-teaching staff in 2023. This small school context provides teachers with an opportunity to know students well, to spend more individual time with students, and to personalise learning for every student.
The College has excellent facilities set in a large, well-maintained precinct. This includes a community complex on site which provides for sporting and cultural activities, a modern primary wing, and more recently the building of a new onsite Early Childhood Centre managed by Mallee Track, a local community organisation.
The Victorian Curriculum (VC) and VCE curriculum inform curriculum delivery and organisational structures for student learning, with many senior students opting to engage in VCE, VM and VET pathways in the areas of Agriculture. This supports the College's determination to provide agricultural learning opportunities for students, which are additionally supported by the strong relationships the College nurtures with local farmers and industry partners. Moreover, the decision the College made just over a decade ago to become an agricultural manager of two land holdings of 60 and 70 hectares on different sides of Sea Lake further provides students with unique and authentic hands-on agricultural learning opportunities.
In the primary and middle schools there is an emphasis on literacy and numeracy, School Wide Positive Behaviours, Respectful Relationships and programs that integrate personal development. To enrich student learning experiences at the College, across all year levels, all students are encouraged to engage in an extensive range of extra-curricular cultural, academic, and sporting activities including visiting performances, drama workshops, college productions, camps and excursions, public speaking and inter college sports.
Relationships between all community members are embedded and aligned with the College values of Respect, Honesty, Aiming High and Responsibility. Essential to the success of the College, are the many partnerships with the school and wider community.