Vision
At Noble Park Secondary College our purpose is to provide a nurturing, supportive and safe learning environment for all members of our community:
Every Teacher:
Every Student:
- Works co-operatively with their teachers.
- Is actively involved in their learning growth.
School Profile
Noble Park Secondary College is a multicultural school with students speaking 48 languages, an SFO of .7494 and a SFOE index of .6288. 80% of students speak another language other than English at home with 72% of our student population born outside Australia. 38% of our students are EAL.
We continue to celebrate our traditional values and look forward to our exciting future to cater for the diverse needs of our students, with an emphasis upon understanding each student's current level of achievement, to ensure continual improvement and growth, academically, psychologically as well as socially.
Noble Park Secondary College completed a review in term 1, 2025. Our key directions for our next strategic plan for 2025 - 2028 will focus upon improving the learning growth of every student in all curriculum areas, with a key emphasis on improving literacy and numeracy. The College will implement the new Victorian Teaching and Learning Model 2.0 in line with our Noble Park Secondary College Instructional Model.
Our well-being and engagement focus will include the implementation of the Positive Classroom Management Strategies, (PSMS) as well as the development of a whole school approached to tiered intervention to support student well-being.
Our focus is student centred with an emphasis on support, safety, and security. Attendance is checked at each lesson with parents notified by SMS.
Our student management structure is divided into Junior (Years 7-9) and Senior (Years 10-12) with a sub school leader each for Junior and Senior and year level coordinators at each year from 7-12. School Council endorses the wearing of compulsory school uniform, which is regularly monitored by year level co-ordinators.
The College has introduced an ongoing reporting system through Compass, so that students and parents/ guardians can monitor student progress and assessment on a regular basis.
All students at the College have their own personal device to ensure that they have access to the required use of technology necessary for 21st Century learning. These learning technologies enhance personalised individual learning tasks, assessment practices as well as increasing collaboration between students, teachers, and parents.
Students in Years 7 to 10 study subjects representing the key learning areas, with electives available for Years 9 and 10. VCE/VM/VPC/VET units are available for Years 11 and 12. We are an accredited school for international students with a strong international program. Student learning is maximized through extra-curricular activities in the areas of self-confidence, social skills and participation. Programs include leadership, instrumental music, Year 12 Valedictory celebrations, performing arts concert, outdoor education camps, year level camps, and a multicultural concert. In addition, the College has an established cultural exchange program with its sister school in Japan, Shinminato Senior High, where students travel to the other school on alternate years.
Context
Noble Park Secondary College is a Year 7-12 co-educational College which embraces the traditional values of:
- Respect
- Excellence
- Teamwork
- Responsibility
- Integrity
For senior students, the College offers VCE, VCE/VM and VET subjects both internally at the college as well as external VETs through outside providers. The College has a strong careers pathway program starting at years 7-9 through pastoral care sessions, as well individual careers counselling from years 9- 12.
The College is proud of the connectedness of the students to the College which is enhanced with the strong relationship between staff and students and followed up with extensive co-curriculum programs to enhance student engagement and learning.
For further information about the school, please visit: nobleparksc.vic.edu.au
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.
There is no requirement to work during the school holiday period.
This position is for one day per week. There is some flexibility as to the specific day.
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.
The Instrumental Music Instructor is responsible for the following:
- To provide instrumental instruction through to Year 12 level to small groups (usually 1-5) of selected students identified by the school who have an interest in and would benefit from the opportunity to access music tuition.
- To provide individual and group tuition with a focus on the progression to Year 12. This may include supporting students participating in performance exams such as A.M.E.B. or A.N.Z.C.A.
- To assist in the development and operation of school music ensembles. (This will be in conjunction with the classroom music teacher or other teaching staff who have primary responsibility at the school).
- Provide regular written reports relevant to IMT tuition as part of each school's reporting program of student progress when required.
- Assist the classroom music teachers in the preparation of students for school and community-based performances, concerts, workshops, eisteddfods etc.
- Work in an effective and professional manner with the classroom music teacher and the IMT Coordinator.
- Assist students enrolled in VCE/VCAL & VET Programmes throughout the district.
- Attend and participate in District IMT and school-based meetings as required to support the development and administration of the school IMT program.
- Maintain communication with the school music coordinator in regard to daily operational matters i.e. changes to the daily timetable and plans, student attendance and allotments.
- Attend relevant school briefings when possible.
- Maintains their personal, technical and performance music skills to a high level.
- To ensure the maintenance of professional standards and relationships with students.
- To participate in the annual review process.
- In the event of student absence from timetabled classes support the school music program classroom teacher or other duties as directed by the Principal.
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
- 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
