Instrumental Music - Keyboard

Elisabeth Murdoch College (EMC) is a coeducational secondary college, 7-12, located in the southeastern suburb of Langwarrin with a current student population of 1620. We care about developing each of our students as a whole child. We build relationships and offer opportunities that position students for their pathway to success.

Our key priority areas are Literacy, Student Engagement in Learning, and Community Engagement. The College has an instructional model that guides teaching and learning for staff and students. The model provides flexibility to incorporate current department initiatives. We have a strong focus on literacy through the 3L Literacy for Learning framework, along with school wide Positive Behaviours.

The College adopts evidence-based strategies to support student's social and emotional learning. We offer a learning environment where all students can achieve their best and be positioned for a positive pathway. Respect, Empowerment, Aspiration, Courage, and Honesty are the core values that guide our work. We set high expectations for all students in all aspects of school life.

Elisabeth Murdoch College leads and implements initiatives and strategies to support the wellbeing of students, staff and the wider community. EMC is a lead school for the Department of Education Respectful Relationships initiative. We also have a newly established Inclusive Education team supporting students with additional needs including the new Tier 2 disability inclusion approach and Disability Inclusion Profiles (formerly Program for Students with Disabilities).

EMC drives reconciliation in education, and celebrates and supports our Aboriginal and Torres Strait Islander students through our endorsed Reconciliation Action Plan. We are proud to work in partnership with the local Aboriginal and Torres Strait Islander community to support students building strength in cultural identity in engagement activities across the College.

Elisabeth Murdoch College, Langwarrin Primary School, Langwarrin Park Primary School, and Woodlands Primary School have partnered to create the THRIVE positive education network. Together we are using best practice teaching and the science of positive psychology to help every member of our school community to THRIVE. Elisabeth Murdoch College is proud to offer a diverse set of pathways to cater to every aspiration.

We strive to meet the learning needs and passions of every student, while also creating a supportive environment with opportunities for students to develop an individual sense of self and belonging to the community. Our four Middle School Specialist Programs provide an insight into our unique approach to support students to transform their interests and passions into learning and career pathways in preparation for senior school.

These programs are: Leaders in Sport

• Strong leadership within the community The Murdoch Program
• Providing strong academic pathways The Performing Arts Collective
• Inspiring success through a passion to perform THRIVE Aspirant Leaders
• Empowering students to become change makers These four Specialist Programs extend our regular curriculum, creating an environment where students can challenge each other, take risks and develop the behaviours and leadership skills that will support their continued learning well beyond secondary school. We also provide a vast curriculum that caters for the interests and abilities of a diverse range of learning styles and pathways including: Extensive VCE TP, VM, VPC and VET offerings School Based Apprenticeships with an extensive vocational program Many additional opportunities to be involved in further educational experiences, ie. sport, academic, performing arts and community partnerships Strong community links with the iCAN challenge and the Royal Children's Hospital, The Salvation Army, Monash University, Lifeblood and Cruden Farm EMC Combine
• Basketball Academy EMC College Vision & Values Vision: An inclusive environment that supports our community to realise their potential. Pathways for every aspiration Pathways to success Purpose: By creating curious and resilient learners who excel in a connected and global community. Values: R each E mpowerment A spiration C ourage H onesty

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment. SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position. SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents. SC5 Demonstrated experience to support keyboard & piano instruction SC6 Demonstrated understanding and knowledge of the Child Safe Standards

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.

Provide individual and small group tuition to students from beginning to senior levels on keyboard Assist with administration for lessons and communication with students and parents including instrument hire, lesson scheduling, and roll marking. Assist preparing students for assessments and other performances. Assist with and attend College performances, excursions, and camps as required Attend whole school events and curriculum days pro-rata.

Contribute to the development of a music culture in the College community.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au 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.

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

A current 'employee' Working with Children Check

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.