Hampton Park Secondary College is a large multi-cultural learning community situated in southeast Metropolitan Melbourne. We currently have over 1200 students, from over 60 cultural backgrounds. We have approximately 190 staff, comprising of Teaching and Educational Support staff. At Hampton Park Secondary College, we are rich in diversity and, by empowering and engaging students, wholehearted in our pursuit of excellence. Our vision of learning is underpinned by our values of Respect, Learning and Working Together. Through our values, we hope that our students manifest the qualities of understanding the world with a global view, engaging in life-long learning, and always being critical and creative problem solvers. Hampton Park Secondary College is committed to providing education that is both student-centred and focused upon personalised learning experiences. Several years ago, we redesigned our learning program to enable students to excel through a researched based, future focused model of student empowerment.
In 2022, we made structural changes to our Sub Schools. Following extensive collaboration and consultation with students and staff, our new House System was launched. Students and staff are now aligned with one of our four Houses: Hollows, Freeman, Mabo, and Walton. Each House comprises of students from Years 7-12 and includes staff from a range of positions and teaching areas. Our new House System has already created a stronger sense of connection amongst both staff and students, and we see Houses as being a powerful way to enhance student engagement and sense of belonging.
At Hampton Park Secondary College, we are deeply committed to improving student learning outcomes and supporting the wellbeing of our students. Building upon our already extensive and intensive interventions that sit within our MTSS Framework, we have bolstered and extended these supports through refining our Literacy and Numeracy programs. As always, the programs for our at-risk students are mirrored by the opportunities offered to our High Ability students.
In 2023, we achieved the best senior school results the College has seen since its establishment over 40 years ago. We achieved a median Study score of 29, which was maintained in 2024. In 2025 we achieved the strongest NAPLAN results the College has received across both Year 7 and 9. In 8 out of 10 categories we were ahead of similar schools across the state.
Our College is a rich and diverse community that supports the whole child. We encourage those keen to get to know Hampton Park Secondary College more to visit our website: https://hpsc.vic.edu.au/
SC1 Demonstrated qualifications and experience/ability to instruct and support the learning of elected instrument/s e.g. drums, piano, voice etc in a school setting.
SC2 Demonstrated high level of competence and experience as an instrumental instructor. Possess a deep knowledge of a variety of different styles of music.
SC3 Demonstrated high level of oral and written communication skills including the capacity to develop constructive relationships with students, parents and other staff members.
SC4 Demonstrated technical knowledge and expertise relevant to the Instrumental Music Instructor position.
SC5 Previous experiences supporting and promoting Instrumental Music programs in schools.
The purpose of the role is to contribute to building student achievement and connectedness at Hampton Park Secondary College.
The Instrumental Instructor role will aim to develop student confidence and enrich student understanding of music through the practice, rehearsal, and performance of music. As students engage with rehearsals and performances in varying contexts, the Instrumental Music Instructor will provide any necessary support.
Annual Leave
A full-time employee is entitled to 152 hours (20 days) annual leave in respect of each twelve months of service and accrues progressively during a year of service according to the employee's ordinary hours of work. Part-time employees receive annual leave entitlements on a pro rata basis calculated according to the time fraction worked.
Additional paid leave - education support class
A full-time education support class employee is entitled to 228 hours (30 days) additional paid leave in respect of each calendar year. Part-time employees receive additional paid leave entitlements on a pro rata basis calculated according to the time fraction worked.
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 applicant is expected to:
Be fully qualified to instruct elected instrument/s from beginner level to VCE
Comprehensive understanding of the Victorian Music Curriculum and VCE music and how instrumental music will contribute to student achievement
Be able to teach both individuals and groups of students
Be able to work individually and in a team environment and assist with the development of the instrumental music program, planning and projects including before and after school
Ability to promote the instrumental music program and assist with the recruitment of students into the program
To be available for planning, performance and rehearsals outside school hours
Assist in the organising Hampton Park Secondary College¿s music events (lunches, assemblies, and concert nights)
Conduct a school ensemble
Reporting - monitoring student progress maintaining records including attendance, behaviour, academics within school guidelines for reporting
Timetable students on Compass Management System and produce up to date timetables
Providing all information - reports, roster updates, etc to music coordinator (senior management)
Check and maintain instruments (applicable to your elected instrument)
Collecting students from their class, if they do not arrive within 5 minutes
The Instrumental Music Instructor is responsible for the following:
To provide instrumental instruction Year 7 through to Year 12 Students
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 IM tuition as part of each schools 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 Music Leader
Assist students enrolled in Music Programs
Attend and participate in school-based meetings as required to support the development and administration of the school music program
Actively promote and develop the school music program and music students to develop performances to be delivered at school events, including involvement in annual school production (band focus ¿ piano and drums)
Maintain daily communication with the Music Leader regarding daily operational matters i.e. Changes to the daily timetable and plans, student attendance and allotments
Attend relevant school briefings when possible
Maintain 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 or relevant availability in timetable support the school music program classroom teacher or other duties as directed by the Principal
General:
Actively seek participation in professional development. (Subject to College P&D guidelines)
Attend and participate in meetings as required
Participate in the College performance and development processes in line with DET requirements
General duties as directed by the Principal within the requirements of ES1-3 dimensions of work as listed in the Victorian Government Schools Agreement 2022
Attendance requirement for this position is 5.75hrs per week (8.50am to 3.15pm)
The position reports to the Music Coordinator and Leadership Team
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
