Elisabeth Murdoch College (EMC) is a coeducational secondary college, 7-12, located in the southeastern suburb of Langwarrin with a current student population of 1560. 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:
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, VP, VM 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
KSC 1: Demonstrated capacity to provide wellbeing support to students and families in an educational setting, including experience in the development and implementation of individual support, group programs and whole cohort strategies and approaches.
KSC 2: Demonstrated capacity to assess and establish the needs of student cohorts based on data collation, devise and implement relevant evidence based strategies and programs based on best practice.
KSC 3: Highly developed communication, interpersonal and networking skills with a demonstrated commitment to working collaboratively with students, parents and carers, school staff and other professional agencies, including Care Teams.
KSC 4: Demonstrated ability to build capacity of staff and community including provision of information, consultation and resources
KSC 5: Demonstrated capacity to reflect critically upon their own professional practice and apply the knowledge, skills and expertise derived from ongoing professional learning.
KSC 6: Knowledge and understanding of Child Safe Standards as relevant to education settings
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.
- Delivering professional support services in a school, including mental health prevention and wellbeing, and health promotion activities and early intervention activities, small group programs, targeted vulnerable cohort support, short-term counselling, applying sound theoretical knowledge and practical expertise.
- Coordinating critical incidents for students with complex needs both within and external to the school, including emergency management response and proactively working with regions, local mental health service providers and other health professionals to engage further support as required.
- Case coordination, planning and implementing evidence-based intervention strategies for students with wellbeing needs including collaborating with families, other DE and external professionals and agencies.
- Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students wellbeing, learning and developmental outcomes.
- Working collaboratively with the school to enhance mental health prevention and health and wellbeing promotion across the school, by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.
- Liaising with other department areas and external service providers where necessary to provide appropriate support to students and implement whole school approaches.
- Maintaining professional competence and continued professional development, including engaging in clinical supervision each term, maintaining registration with the relevant peak body where applicable, attending professional development throughout the year, and supervising placement students where required.
- Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.
- Actively contribute to a positive climate for learning and development where the College community demonstrates the highest levels of respect and inclusion for Aboriginal and Torres Strait Islander peoples, including implementing strategies to address the six self-determination in education reform areas
- Representing Wellbeing at Student Support Groups and secondary consultations with sub school teams, bringing case specific advice and recommendations that help staff and school leaders plan for students with emerging or complex needs.
- Perform other duties as may be required by the Principal or Assistant Principals
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 [email protected]
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
The successful applicant must hold a current 'employee' Working with Children Check
Desirable:-
- a qualification of Bachelor Social Work, Bachelor of Psychology or Bachelor of Youth Work
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This position is covered by Victorian Government Schools employment conditions. The Proposed Victorian Government Schools Agreement 2026 is currently being negotiated, with potential enhancements to salary and conditions expected (subject to finalisation and approval).
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
