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.
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
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).
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 *** or email on: **********@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:
Child Safe Standards: Policy | education.vic.gov.au
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:
http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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
- 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 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.
