Location Profile Beaumaris Secondary College, established in 2018, is a vibrant co-educational Year 7-12 secondary school with a current enrolment of 895 students and a capacity for 1100, and a SFOE of 0.18. The staffing profile of Beaumaris College includes a principal and three assistant principals, 66 full and part-time teachers, 8 leading teachers, 4 learning specialists and 24 full and part-time Education Support (ES) staff, including wellbeing, office administration staff, specialist area support and classroom support staff. Beaumaris Secondary College is located in the leafy Bayside suburb of Beaumaris, in close proximity to the bay, a marine sanctuary and nature reserves. The excellent sporting facilities on site are part of a strong and growing relationship with the Melbourne Cricket Club (MCC). The community and family partnerships have been central to our success. This transforms the identity of a community and builds on our local connections that welcomes everyone. A place where we have high aspirations and expectations of our students, families, school and community. Our aim for our students is to understand their personal voice and agency and feel empowered to contribute to our world in a positive way. Our vision is to foster curiosity, challenge thinking and instil a sense of purpose within our students. Committed to academic excellence, our mission is to inspire students to become critical global citizens, contributing positively to the world with responsibility, pride and integrity. We embrace our CORE values - curiosity, optimism, respect and excellence - creating a welcoming, supportive environment with a focus on global perspectives and cultural diversity. Our dedicated staff build strong transparent and genuine relationships with students and families, prioritising academic success and wellbeing. As part of the statewide reform of teaching and learning, the school is engaging with the VTLM 2.0, the place of explicit teaching and how it will shape the Beaumaris Secondary College approach in the future. We deliver a comprehensive, broad based and culturally inclusive curricula in line with the Victorian Curriculum. We support the development of cognitive, intrapersonal and interpersonal competencies that enable our students to transfer what they have learned to new situations and problems. By engaging in deep learning, our students become creative, connected and collaborative problem solvers who gain knowledge and skills for lifelong learning and can use contemporary digital technologies to enhance their learning. Through our instructional model, students learn purposefully through: Making connections Learning intentions and success criteria Cultivating curiosity Reflection At Beaumaris Secondary College, we want our students to graduate as engaged global citizens armed with transferable skills, Project Based Learning (PBL) provides students with opportunities to discover passions and make connections through the process of meaningful inquiry. We believe that problem solving is at the heart of learning, thinking and development. Our students are encouraged to be curious and explore possibilities. We are proud of our unique `specialism' program that provides our Year 9 & 10 students with a broad range of opportunities and experiences designed to support and inspire their future pathways. Our dynamic curriculum programs are complimented by a variety of cocurricular activities that cater for a diversity of needs, talents and interests. Our teachers are experts in their fields. They guide our students to inquire, create and exhibit their understanding and knowledge. Through this process, students ask probing questions that link their knowledge, engage in authentic problem solving and reflect on their learning. For further information about the school, please visit: Beaumaris Secondary College - Beaumaris SC. 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 Demonstrate a capacity to lead and inspire a young and dynamic school to strengthen performance, whilst maintaining our school's core vision and values. 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. EEO AND OHS Commitment 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 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 VIT LANTITE 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. VAPA Requirement 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.