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 robust 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 t

📌 Principal-Range 5 (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne