(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.
(g) Community Criterion
Demonstrate a capacity to lead an evolving and diverse school community, reflecting the college's values and aspirations.
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.
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.
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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 [email protected]
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.
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
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
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.
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.
Somerville Secondary College (SSC) is situated on the Aboriginal land of the Bunurong people of the Kulin Nation, on the Mornington Peninsula in the township of Somerville, 55 km from Melbourne's central business district. Our local government area is the Shire of Mornington Peninsula.
The school has a growing enrolment with 661 students from Year 7 (156 students) to Year 12 (40 students) and an SFOE index of 0.4345. The school's leadership team includes the principal, 3 assistant principals, 8 leading teachers and 4 learning specialists that support the work of the school improvement team.
The school includes an onsite state of the art Design Centre, dedicated arts, science and technology spaces, and a high-quality multipurpose outdoor recreation space. The school is home to the Yumarrala Wetlands, a haven for wildlife and an asset which is shared by the college with the community.
The programs offered at the college are comprehensive, with a strong academic curriculum that is balanced across the Victorian Curriculum 2.0 key learning areas. Our instructional model is aligned with VTLM 2.0, and we are developing consistent approaches to explicit instruction and planning with scaffolded supports. We offer core learning at Year 7 and 8, leading to an extensive Year 9 and 10 elective program. In Years 11 and 12, we offer both VCE and VCE Vocational Major pathways, providing senior education programs tailored to our diverse student cohort.
We nurture, encourage and expect high achievement, whilst recognising that students are individuals with differing abilities, interests and goals. Our curriculum is demanding yet sufficiently flexible to allow for varying rates of development and learning. We have consistently achieved high VCE, VCE/VM, VET and VPC completion results over the past 5 years, with a multi-year (2023 to 2025) mean VCE English score (study group) of 27.7 and students gaining ATARs in the 90s. We have consistently strong multi-year average Year 7 to 9 NAPLAN high relative growth in Numeracy and Reading.
At SSC, we understand that quality teaching and learning is a collective responsibility. Our focus on classroom observations and feedback processes supports the monitoring of classroom expectations and practices and directs professional learning for our staff.
Students are at the heart of all decisions made at SSC. Our Multi-Tiered System of Supports (MTSS) integrates wellbeing, inclusion and careers education, recognising that learning thrives when students are supported to engage, participate and develop a future-focused mindset. We are proud to provide an environment founded on positive relationships, where every student is known, valued and supported to succeed.
Our school is a friendly, safe, and vibrant learning community. We provide learning opportunities through well-rounded academic, vocational, sporting, artistic and technological education. We believe in developing confident and capable individuals who can thrive in an ever-changing world no matter the pathway they choose. Our Connectivity program offers a wide range of clubs and activities where students engage with like-minded students and staff, build social connections, and develop skills beyond the classroom. Students are also encouraged and supported to actively engage with local businesses and community organisations, deepening their sense of community involvement.
Alongside our educational pursuits, we take pride in supporting our students in always having high expectations of themselves and strong values of integrity, respect and responsibility, while appreciating the community around them. Students are provided with numerous opportunities to contribute their voice to school-wide decision making and to undertake leadership roles across all year levels.
The SSC's vision is "Together we use our voice to challenge and grow a confident community".
