AddressSomerville Secondary College is situated in the heart of 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. Somerville has close access to the Somerville railway station on the Stony Point Line, as well as a bus service to Frankston.
The college has students from Year 7-12, and with the township experiencing urban growth there is a focus on the school having a population of a maximum of 700 students in future years. The college grounds and facilities are attractive and well maintained. The school is in an outstanding position within the community, a short walk to the train station and township shopping precinct and blends seamlessly into the local landscape.
Our college¿s learning areas are open-planned, flexible and well resourced. There are several features such as the onsite state of the art Design Centre, the award-winning teaching and learning spaces, dedicated arts, science and technology spaces, and a high quality multipurpose outdoor recreation space.
The college is also the home of the Yumarrala Wetlands, which is a haven for wildlife and an asset which is shared by the college with the community
The college provides access to authentic learning experiences where students have access to a curriculum that is based on the Victorian Curriculum with specialist learning experiences across all curriculum areas.
The college offers the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL) as well as VET in school certificates.
By providing a well-rounded education both inside and outside the classroom, our focus reaches beyond academic performance to your child¿s personal development.
We recognise that a successful education is the result of teamwork between our teachers, students, and their parents and/or carers. In addition to teachers, your child is supported by Sub School Leaders as well as Student Wellbeing as well as an Inclusion Team.
At Somerville Secondary College we understand that quality teaching and learning only takes place in an environment based upon the development of positive relationships between teachers and students.
Our school is a friendly, safe, and vibrant learning community where students are at the centre of every decision we make and can explore a well-rounded education across a wide range of fields: academic, vocational, sporting, artistic and technological. We believe in developing confident and capable individuals who can thrive in an ever-changing world no matter what pathway they may choose.
We work extensively to create an inclusive, safe social and physical environment that helps all our students learn and succeed. An environment of challenge and support which allows our students to have an authentic voice in their education and develops their skills to achieve their best.
Alongside our educational pursuits, we take pride in supporting our students to always have high expectations of themselves and have strong values of integrity, respect and responsibility, while having an appreciation of the community around them.
We recognise the importance of a quality education that goes above and beyond what is standard. Creating an environment of high expectations and strong outcomes for your child¿s development and future is what drives us too.
Regardless of ability, personality or background, it is our goal that every student is supported to fulfill their potential. We nurture, encourage and expect high achievement with students gaining ATARs in the 90¿s, however we are also about 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.
Somerville Secondary College¿s vision is ¿Together we use our voice to challenge and grow a confident community¿.
Student Leadership and Voice is a very important part of the operation of Somerville Secondary College with many opportunities for students to take on leadership roles within the school. The College Captains and Ambassadors take on high profile leadership roles in a number of areas of the school¿s operation including being voting members of the School Board.
Somerville Secondary College is dedicated to providing a valuable education that aims for excellence through creating opportunity for every student in its community. The program offered at the school is comprehensive including a strong academic curriculum that is balanced across the Key Learning Areas. We offer numerous curriculum programs including VCE, VCAL and also a Pastoral Care Program which incorporates Careers Education and Respectful Relationships.
KSC 1 - Demonstrated knowledge and expertise in assessments, development of interventions and evaluation of programs for students.
KSC 2 - Demonstrated experience planning and implementing Tier 2 and Tier 3 evidence-based interventions for students with complex needs including collaborating with families.
KSC 3 - Demonstrated ability to provide advice and deliver professional learning for teachers and Education Support Staff, to inform and influence learning interventions and adjustments
KSC 4 - Highly developed communication, networking and interpersonal skills. Including the ability to liaise effectively and work collaboratively with students with disabilities, their families/carers, school staff and other key stakeholders to achieve successful outcomes in the delivery of services.
KSC 5 - A clear understanding of legislative requirements regarding the privacy of health information
[Attendance requirement for this position]
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Manage the delivery of support services to students, teachers, parents and other school clients.
Ensure all external providers deliver the required service.
Provide assessment and prepare evidence for Disability Inclusion Profile requests
Screen and/or assess students with complex needs
Liaise with external professionals as required.
Provide verbal or written assessment feedback to school staff and parents as appropriate.
Design and deliver evidence-based, inclusive therapy support and intervention in a school environment with implementation supported by teachers, ES staff, and relevant professionals.
Develop, implement and monitor the effectiveness of a range of Support Plans
Provide feedback, support and advice regarding individual students, including attending Student Support Group and Care Team meetings as required
Provide intervention/therapy to both individual students and groups as required.
Maintain accurate and detailed case notes and student files in accordance with school and DET guidelines
Liaise with teachers and provide advice on modifying learning tasks in order to best meet student needs.
Liaise with core Wellbeing and Inclusion staff to support Disability Inclusion and Inclusive Education, for Tier 2 and Tier 3 levels of intervention
Update and extend knowledge and skills repertoire regularly.
Provide leadership, training and development for others in the adaption and application of professional fields
Other duties as required by the Principal or Assistant Principals.
Individuals with the aptitude and experience to fulfil the specific requirements of the position.
Applicants must have a minimum qualification of a bachelor's degree or above in relevant field.
A current Working with Children Check.
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.
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 Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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
- 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
- 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
