Suzanne Cory High School is the only selective entry high school in the western suburbs and one of only four selective school schools in the state of Victoria.  The current enrolment comprises 910 students from approximately eighty different schools, with three quarters having a western suburbs address and being equal numbers from government and non-government schools. Students are of above average ability and have high aspirations and a strong commitment to their studies.

Enrolment at Suzanne Cory High School is through an entrance examination common to all four selective entry schools in Victoria. Details about this process can be found at https://www.vic.gov.au/selective-entry-high-schools.

Our mission at Suzanne Cory High School is to develop well-rounded students that excel in all areas not just academically. Our students become students of the world, and of wide and varied disciplines. This is developed through a diverse and challenging curriculum and the teaching of our core school values of respect, aspiration and contribution.

• Respect: We develop students that have a respect for their learning, individuals, diversity and community (both locally and globally).
• Aspiration: Our students are encouraged to aspire to be lifelong and reflective learners, achieving to the best of (and beyond) their capabilities.
• Contribution: At SCHS we facilitate students to be engaged citizens who regularly and positively contribute to the local and global community around them.

Our students are encouraged to highlight their individuality. As a school we aim to foster individuality and inclusiveness via our SWPBS framework and through the development of relationships between staff and students and within the student body to create a whole learning community.

Our students graduate with strong connections to the school, their school house and the wider community. This is encouraged and developed through the range of extra-curricular activities our students participate in, including the house program, sport and music programs.

Suzanne Cory High School’s educative purpose is to develop the desire and ability of students to think and learn in a multifaceted manner so that all students can become engaged citizens enabled to access future learning.  We value learning that is

• Deep: Students are challenged to construct and apply new knowledge, skills and understanding to new situations. They are encouraged to form theories, find patterns and make connections in their learning. Student’s critical, creative and higher order thinking skills are developed.
• Challenging and accessible: We use the principles of differentiation to understand student’s entry points and devise learning programs that vary in content and product to support individual student needs.  The learning needs of all students are valued and content and skills to be developed are appropriate to those learning needs.
• Student Centred: Students are participants in their own learning and spend the majority of their class time in active learning experiences. Links between student’s interests and the taught curriculum are encouraged.
• Positive: Strong peer-peer and student-teacher relationships exist.  The classroom culture is productive and enjoyable with an emphasis on learning outcomes. There is an optimistic attitude and growth mindset evident in all members of the class.

The schools four-year learning program incorporates a broad based curriculum at year 9 and 10 that encourages students to maintain breadth and develop a range of thinking strategies.  In years 11 and 12 students can choose to undertake the VCE or the International Baccalaureate Diploma Program. University Extension Studies are encouraged and supported for students in year 12 who wish to access them.

All staff appointed to Suzanne Cory High School will be expected to display exemplary professionalism and support the development of the school ethos and culture. An extensive induction program supports new staff in their first year of the school to understand the school values and processes as well as pedagogic approaches that support the needs of highly able learners.

For more details see www.suzannecoryhs.vic.edu.au

Assistant Principal: Students and Community Engagement 

The Assistant Principal: Students and Community will be a member of the Executive Class, Senior Leadership Team and Wellbeing & Engagement Leadership Team.

They will be responsible for

• Developing a common philosophy and purpose that emphasises the need for explicit teaching of wellbeing strategies and the link between wellbeing and engagement.
• Leading the development of a school wide approach to wellbeing & engagement which supports the needs of highly able learners. 
• Leading a SWPBS team that collaborates with all stakeholders to ensure a responsive approach to wellbeing data school wide.  
• Ensuring support is provided to staff to use effective classroom practices - establish systems to support staff to adopt evidence-based instructional practices associated with proactive wellbeing and appropriate behaviours. 
• Strengthening communications between school and parent/guardian and the wider community
• Leading the induction of new staff to the school to ensure they have a full understanding of the systems and processes in place at SCHS (school wide) and the support necessary to meet these expectations.
• Leading an integrated approach to engagement that includes a full program of assemblies, camps and excursions. 
• Lead the whole school transition for new students at all year levels including the allocation of classes and homegroups. 
• Responsibility for general discipline matters beyond the management of Leading Teachers. 

The Assistant Principal: Students and Community will

• Take responsibility for supporting and managing the performance of staff to improve the quality of teaching and learning, through mentoring, coaching, collegial interaction and critical reflection on practice, feedback and data.
• Lead the Director of Engagement: The Arts, Director of Proactive Wellbeing: Senior, Director of Proactive Wellbeing: Middle, Director of Engagement: Student Voice & Agency and Principal Class Officers to lead the integration of a consistent school wide approach to Wellbeing and Engagement.