Principal-Range 5

Department of Education Victoria; City of Melbourne; On-site; AUD 150,000 - 190,000; Full time

Job summary

Hallam Secondary College seeks a strategic and experienced principal to lead the development, delivery and continuous improvement of a Year 7–12 education program aligned with the Victorian Curriculum and Teacher Standards. You will guide staff, engage families and the wider community to sustain high-quality learning and wellbeing outcomes.

The role focuses on building collaborative professional learning communities, overseeing resources, and ensuring strong governance and compliance with

Qualifications

• Vision and values that guide school goals and performance expectations.
• Ability to lead teaching quality and foster a culture of challenge, support and collaboration.
• Capacity to develop and implement evidence-based improvement plans and policies; lead change.
• Experience in managing human, physical and financial resources efficiently.
• Proven ability to build positive relationships with students, families and the local community.

Responsibilities

• Lead and manage planning, delivery, evaluation and improvement of education for all students.
• Provide executive oversight to the school council and ensure informed decision-making.
• Establish and manage financial systems aligning with Department and council requirements.
• Represent the Department in school and community interactions and support council decisions.
• Implement policies and contribute to system-wide activities, planning and development.

Skills

Vision and values

Teaching leadership

Improvement & change

Resource management

Stakeholder engagement

Education

Registered teacher (VIT)

Postgraduate initial teaching program (standards)

Job description

Department of Education Victoria – Melbourne VIC

1d ago , from Department of Education & Training Victoria

Hallam Secondary College is in Southeast Melbourne on the lands of the Bunurong. Learning communities have flourished on this land for more than 30,000 years. The current College has been on this site since 1971 and has gone through many changes. Since 2023, the school has progressively moved from a Year 10-12 Senior College to a Year 7-12 school. The school offers a strong learning program aligned to the Victorian Curriculum and the VCE. A current strength at senior level is vocational education and its Sports Academy, which are supplemented by a broader offering of VCE subjects for its growing student cohort.

Our current enrolment is approximately 800 students, with an SFOE of 0.56. We primarily enrol students from the Hallam, Eumemmerring and Doveton suburbs, with many senior students travelling in from further afield. Our leadership profile consists of three Assistant Principals responsible for Teaching & Learning, Student Engagement & Wellbeing, and Operations & Insights. There are seven Leading Teachers across sub-schools, curriculum, applied learning and inclusion. Additionally, there are five Learning Specialists employed as instructional practice coaches across a broad range of areas.

We are a medium sized College serving a culturally, ethnically and socially diverse community. Our size enables us to know every student and offer a broad range of programs. Our Values of Achievement, Care and Equity underpin all our work. Hallam Secondary College Sports Academy program is well recognised across the state as a leader in some sports. We have a high level of success, particularly in our Rugby League girls and boys program. Netball, AFL, AFLW and Basketball are also feature sports in the program.

As one of the largest school-based Registered Training Organisations in Victoria our senior students can access the Hallam Valley Trade Training Centre which provides a wide range of applied learning courses on site.

Our evidence-based approach to learning and teaching is linked to the Victorian Curriculum and the Victorian Teaching and Learning Model 2.0 and we value and balance both Wellbeing and Learning as the core of our work aligned to FISO 2.0. Our balanced pedagogical approach draws on Responsive Teaching, Inclusive Classroom Practices and the Berry Street Education Model as the stable base for high quality practice across the school. We use a collaborative approach to planning and a regular assessment check in to both summative and formatively assess our students learning and what the next steps will be. Professional growth is facilitated through Professional Learning Communities, Instructional Coaching and sharing practice through reciprocal classroom visits.

The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.

The school website is https://hallamsc.vic.edu.au/

Selection Criteria

(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

Demonstrated the vision and capacity to:

• Understand the unique characteristics and challenges of a new 7-12 College encompassing a RTO.
• Encourage growth and inclusion through alternative pathways to enhance to enhance student learning and engagement
• Embrace strong community connections in a culturally diverse community

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:

• 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.

Who May Apply

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

Diversity and Inclusion

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 (seeWorkplace adjustment guidelines).

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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

Conditions of Employment

• 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

Qualification Requirements

• 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 atRecruitment in Schools.

VAPA Requirement

• Be a substantive Principal of a registered school in Victoria; or
• Have a statement of readiness following completion of the Victorian Aspiring Principal Assessment.

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