SC1. Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.
(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC2. Financial, managerial, and administrative ability
(i) Outstanding financial, organisational and resource management skills.
SC3. Planning, policy and program development and review
(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
(ii) Demonstrated ability to implement Department of Education and Training policies to a high level.
(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
SC4. Leadership of staff and students
(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.
(ii) A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
SC5. Interpersonal and communication skills
(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.
(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
(iii) An ability to work with parents and the community to develop a strong learning environment.
SC6. School specific criteria.
Demonstrated ability to lead and embed a whole-school approach to student inclusion, engagment and wellbeing that enhances student learning, connectedness and success.
The assistant principal reports directly to the principal.
Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.
The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.
Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.
Typically, assistant principals perform one or more of the following functions:
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supervision and coordination of the work of senior curriculum or level coordinators;
- allocation of budgets, positions of responsibility and other resources within the area of responsibility;
- supervision of the delivery of teaching programs;
- management of programs to improve the knowledge and experience of staff;
- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
- contribute to the overall management of the school;
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
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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://www.education.vic.gov.au/hrweb/Pages/default.aspx
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
Somerville Rise Primary School is located on the Mornington Peninsula approximately 10 kilometres southeast of Frankston. The school was officially opened in 1995 on the corner of Worwong Avenue and Graf Road Somerville.
Somerville Rise has attractive open spaces with extensive indoor and outdoor areas that provide ample opportunities for children to play and learn. The school has four asphalt basketball / netball courts, two adventure playgrounds, leafy courtyards, a sensory garden, a barn and a large, grassed oval.
Somerville Rise Primary school is part of a large educational precinct. The school shares a boundary with Somerville Secondary College and the Yumarrala Wetlands Reserve. Adjacent to our school is the Tillerkite Pre-School which has strong connections with our school community.
Somerville Rise Primary School currently has a confirmed enrolment of 172 students enrolled across Foundation to Year Six. The workforce consists of:
Somerville Rise Primary School Mission:
Empowering ALL students to be their best
Somerville Rise Primary School Vision:
Somerville Rise Primary School delivers a high quality, differentiated curriculum using evidence-based teaching and learning practices. We develop and support student relationships and wellbeing to increase engagement and develop active, inclusive members of our community.
Somerville Rise Primary School Motto:
Keep your eyes on Somie Rise!
Somerville Rise Primary School Values:
The Somerville Rise School community has developed a set of core values which underpin our relational learning philosophy.
These values are:
KINDNESS
CURIOSITY
CREATIVITY
Somerville Rise Primary School is committed to using current evidence-based approaches to assist our students in becoming positive and active members of our community. As a school we pride ourselves on creating warm and welcoming learning environments where students are at the centre of everything we do, empowering all students to be their best!
