At our school, we are dedicated to creating a positive and inclusive climate where every student feels valued and supported. We believe that strong relationships are the foundation of a thriving educational environment. Our mission, “nurturing strengths to grow curious and powerful learners,” guides everything we do.

I am passionate about ensuring all children receive a quality education. I believe in nurturing curiosity and expanding life opportunities for every student. It is a privilege to work alongside our talented staff, engaged parents, and vibrant community to help each student discover their passions and achieve their full potential.

Together, we are committed to fostering a strength-based approach that celebrates the unique abilities and talents of every learner. By encouraging exploration and curiosity, we aim to empower our students to become confident, lifelong learners.

HIGH EXPECTATIONS

We have high expectations at Rowville Secondary College for the following reasons:

• Encouraging Growth: High expectations motivate students to push their limits and achieve more than they thought possible, leading to personal growth and a stronger sense of accomplishment.
• Preparation for the Future: We aim to prepare students for future challenges, whether in higher education or the workforce. High expectations help ensure students develop the skills and knowledge they need to succeed.
• Building Resilience: Facing and overcoming challenges builds resilience and perseverance, qualities valuable not just in academics, but in all areas of life.
• Equity and Opportunity: High expectations for all students help close achievement gaps. We believe in the potential of every student, this leads to more equitable outcomes.
• Setting Standards: High expectations help maintain academic standards and ensure that students meet certain benchmarks, which is important for maintaining the quality of education and their academic success.

To build High Expectations we need to set goals and receive feedback. Studies on goal-setting and self-regulation have demonstrated that individuals who set specific, achievable goals and consistently work towards them are more likely to experience success and personal growth. By taking intentional and consistent actions towards a desired outcome, individuals can shape their habits, skills, and ultimately their identities and future trajectories.

In 2024 we introduced Behaviour Point Averages (BPAs) to support the idea that our daily actions and decisions play a crucial role in shaping who we are and who we become in the future. This supports us building High Expectations for ourselves and to make positive choices and invest in our personal growth and development, so that individuals have the opportunity to create a brighter and more fulfilling future for themselves.

Every RSC student has an individual dashboard that gives them high quality and timely feedback on 6 learning behaviours that we believe are critical for their success: Attendance, Being on time to each class, Submitting Learning Tasks, Being ‘Ready to Learn’, Being ‘Focussed on Learning’, and Being a ‘Respectful Community Member’.

We use this data to celebrate success and plan additional supports where they are needed.

Thriving House System

Our vertical house model supports the development of strong and positive connections between students and teachers; and to ensure that each and every one of our students feel safe and connected at school. Introduced in 2018, our houses include Mabo Dingos, Aston Kangaroos, Stynes Sharks and Walton Eagles. Student Leadership and SRC are responsible for arranging a variety of activities and events throughout the year for everyone to be part of. All of our students are supported to embrace their strengths, to nourish their sense of self, and to always tackle life’s many challenges with a growth mindset and a curious outlook.

Learning Mentor

Every student has a Learning mentor who is their advocate at school. Learning Mentors are committed to knowing students as an individual and as a learner. Learning Mentor Groups run every morning with students across all year levels forming strong friendships and interaction through sharing breakfast, building learning strengths, setting goals, conferencing, celebrating birthdays and sharing student success stories. Activities are designed to build student confidence and encourage them to take risks, shaping their identity as curious and powerful learners in a range of contexts.

Student Agency

At Rowville Secondary College, we know that if our students are empowered as learners, actively contributing to both their own education and whole school initiatives, their self-efficacy is enhanced and they experience significant growth in motivation, wellbeing and achievement. As such, student agency is a fundamental component of both our culture within each and every classroom, as well as across our house system more broadly.

Strengths Based Programs

All students enrol in one of four programs – General Excellence, Maths & Science Academy, Institute of the Arts or Sports Academy. These programs immerse students in curriculum tailored specifically to their strengths, talents and passions. In addition, the college provides a variety of senior pathways including VCE, VCE Vocational Major, VET and School Based Apprenticeships and Traineeships (SBAT).

School-wide positive behaviour strategy

School-Wide Positive Behaviour Support (SWPBS) is a whole-school framework which provides schools with an approach to teach, prevent and respond to behaviour at their school with evidenced based practices. When implemented with fidelity, SWPBS is successful in reducing problem behaviour, improving school culture, and academic gains.

The goal of School-Wide Positive Behaviour Support at Rowville SC is to create a positive school environment where students can flourish both academically and socially. Our core values are Respect, Responsibility, Excellence and Community. These are posted across the school, explicitly taught, and merits are given for students who demonstrate these values.

At the centre of SWPBS is our Matrix which was created by our community, in particular with student voice, and clarifies our expectations. These can be seen in classrooms, corridors, and other places around the school.

Behaviour Point Average (BPA)

The BPA is an individual dashboard for each student that gives them high quality feedback on 6 learning behaviours that we believe are critical for their success at school. Visit our BPA page for more information.

I am very lucky to be supported by a talented and strong Leadership Team, you can meet my team here.

We know that it takes a village to educate a child and we’d love your family to become a part of our thriving school.

Nicole Pryor

Acting Principal