2 days remaining
Location: Melbourne | Northern Metropolitan
Job type: Part time / From 28/01/2025 - 19/12/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1454291
VISION
Epping Secondary College strives to enable and equip all young people to reach their full potential, of being curious and acquiring new knowledge and skills; of forming strong, valuable, healthy relationships; of participating in creative expression; and of building strong mental and physical wellbeing.
VALUES
The College values which underpin our behaviours and practice are:
Respect: we treat all individuals with respect. Our relationships are based on trust and mutual respect. We recognise the differing circumstances and needs of our students and are dedicated to achieving the best possible outcomes for all.
Resilience: we strive to successfully adapt to challenging experiences and tasks through emotional, social, academic, and behavioural perseverance.
Care: we value community, build empathy with each other, and we act with integrity and compassion.
WORKFORCE
The 2024 staffing profile comprises of approximately 125 staff, including 3 Principal class, 12 Leading Teachers, 6 Learning Specialists and approximately 35 Education Support staff. The school workforce currently contains no identified indigenous employees.
LOCATION
Epping Secondary College is a co-educational 7-12 college established in 1976. Epping is a northern suburb of Melbourne, Victoria, Australia, located 20 km north of Melbourne's Central Business District. The City of Whittlesea is the local government area.
SIZE & STRUCTURE
The student population at Epping Secondary College remains steady at 1073. Epping Secondary College is physically organised in year level units to better support students through their different stages of growth as well as provide a sense of belonging and wellbeing.
A critical component of educating the `whole¿ child at Epping Secondary College involves the implementation across the School of Positive Education, an approach introduced primarily through the "Learning for Life" Curriculum at years 7-9 and the POD Program in the senior years as well as across the school curriculum and culture.
OVERSEAS STUDENT PROGRAM
Epping SC is a safe, friendly and welcoming study destination, offering international students an enviable lifestyle that nurtures success and the confidence to take steps forward in life. In 2024 the school offered places for all year levels (7 to 12) and enrolled a total of 14 international students. Countries represented were India, Sri Lanka, Timor, Pakistan, Vietnam, China and Fiji. The school has capacity for 20 international students. Our international students are here in Australia with their families studying the Victorian Curriculum or Victorian Certificate of Education.
SOCIAL & ENROLMENT CHARACTERISTICS
Epping Secondary College has a diverse and multicultural community with students representing over 35 nationalities. As part of our 2024 enrolment, we had 42 Aboriginal and Torres Strait Islander (ATSI) students, forty percent of the student population have English as an additional language, providing us with 69 EAL students (funded English as an Additional Language) and 14 international students. The Student Family Occupation and Education (SFOE) Index for the college in 2024 is 0.5157. The college provides support for 22 funded students under the Program for Students with a Disability (PSD).
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Instruct students in Guitar catering for all levels of abilities (Year 7-12).
Form and direct instrumentalists and bands for performances in a variety of genres in preparation for annual musical events as directed by the Music Coordinator.
Set up musical equipment and mix sound suited to performers/performances.
Actively and publicly, promote and support the College, its mission, vision and values.
Be a positive role model to students, parents, colleagues and the wider community.
Demonstrate a commitment to promoting their area of expertise within the college.
Deliver regularly scheduled lessons as per the rotating timetable and ensuring maximum attendance takes place in the program.
Complete end-of-semester reports in line with the college assessment and reporting policy and procedures.
Support the music program by assisting small groups of students in classes as directed by Music Staff.
Attend and participate in meetings as required by the Coordinator of Music.
Other duties as directed by the Principal.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 marrung@education.vic.gov.au
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
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Part time / From 28/01/2025 - 19/12/2025
Ed Support Level 1-Range 3
Neil Baillie | 03 9401 2599