Your application for this position should specifically address each of the selection criteria below. Short listing and selection will be based upon responses to these selection criteria and key responsibility areas.
SC1. Demonstrated experience and skills working in an Instrumental Music Program, including the ability to design and implement appropriate individual and/or group programs for students, under the guidance of the Instrumental Music Co-ordinator
SC 2. Demonstrated high level of competence and experience as an instrumental music instructor and possess a sound knowledge of a variety of different styles of music relevant to your instrument.
SC 3. Possess the technical knowledge and expertise relevant to the position, including the production and management of performance events, including proficiency in tutoring singing and vocal techniques with individual students or small groups.
SC 4. Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a capacity to reflect on, evaluate and improve professional knowledge and practice.
SC 5. Demonstrated ability to collaborate and work together with the Instrumental Music Co-ordinator to assist with the development of the College Music Program to implement strategies to achieve targets related to improved student learning outcomes.
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.
- Ensure the provision of a range of administrative support functions for the Principal and teaching staff.
- Provide administrative support to external service providers as required.
- Manage the processing of student admissions, registrations, enrolments and transfers.
- Provide required level of administrative support for school events, functions and projects.
- Implement induction programs for new staff, volunteers and other workers to the school.
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
This position is one day a week teaching students piano and voice in small groups.
- 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
Woodmans Hill Secondary College is a vibrant, inclusive and aspirational learning community of 644 students and more than 120 staff. Our size allows us to offer the breadth of opportunities associated with a larger secondary college while maintaining the strong relationships, personalised support and genuine sense of belonging that distinguish us within the Ballarat community.
Situated in Ballarat East at the eastern entrance to Ballarat, Woodmans Hill is conveniently located on the Melbourne side of the city. The College occupies a spacious site with contemporary facilities, including purpose-built spaces for science, technology, art and performing arts, a dedicated Year 7 Centre and recently upgraded learning, recreation and wellbeing facilities.
Our vision guides everything we do:
At Woodmans, we
Strive to provide high-quality learning
Nurture self-belief and learning confidence
Foster an inclusive community to create belonging
We are proud to be a school that knows its students well and maintains high aspirations for what every young person can achieve. We place great importance on relationships, inclusion and ensuring that each student feels known, valued and supported.
Our teachers provide engaging and purposeful learning experiences that respond to students¿ academic, social and emotional points of need. We are committed to developing the whole child and offer a broad range of opportunities within and beyond the classroom, enabling students to discover their strengths, build confidence and pursue pathways that reflect their interests and aspirations.
Our values of Respect, Determination and Excellence are embedded throughout College life. They shape how we learn, work and interact, and underpin our shared expectations for students, staff and the wider school community.
Woodmans Hill is also a school that invests in its people. We are committed to building the knowledge, confidence and capability of our staff through high-quality professional learning, collaboration, coaching and shared practice. Our teaching and learning approach is research-informed and data-driven, with a strong focus on explicit teaching, modelling, scaffolding, supported application and responsive use of assessment.
Collaboration is central to our improvement work. Staff engage in Professional Learning Communities, working together to examine evidence, strengthen teaching practice and improve outcomes for students. Our VCE and NAPLAN results demonstrate strong achievement and growth, reflecting the collective commitment of our students, staff and families.
We understand that staff thrive when they feel connected, supported and valued. The College has a strong staff wellbeing program that prioritises positive relationships, professional growth and a sense of belonging. Induction and mentoring are provided for new staff, alongside ongoing support from colleagues and school leaders.
Our 2027 Leadership Team comprises one Principal, two Assistant Principals and seven Learning Specialists. Together with our teaching and Education Support staff, this team provides comprehensive learning, wellbeing, inclusion and pathway support for students from Years 7 to 12.
Woodmans Hill Secondary College is a place where staff are encouraged to contribute, grow and make a meaningful difference. We welcome applicants who share our belief in the potential of every young person and who want to be part of a connected, improvement-focused and deeply inclusive school community.
