Mullauna College in Mitcham is a child-safe learning environment. Our school has a long and proud history of academic excellence and providing a stimulating and secure learning environment for students. Our vision is that we are a vibrant learning community in which all members of the community are continually learning and striving to improve. In this we exemplify the college motto of Success Through Learning Together. Students are supported and encouraged to aspire to achieve their personal best in academic and co-curricular endeavours, and to be persistent and resilient learners who value curiosity in themselves and others.
While the college focus is very much on academic excellence the belief that happy, healthy, resilient students learn best and achieve their best is a guiding philosophy. Students are supported in their intellectual, emotional, social and physical development by a highly professional group of teachers and education support staff
In the classroom the focus is on creating a learning environment that is current, stimulating, rigorous, values excellence and centered on the learning of every child. Mullauna College provides students with access to up-to-date ICT resources that supports any time, any place, any platform learning. We believe that it is essential that our students see themselves as global citizens who have a valuable contribution to make society at every level. Students participate in a comprehensive co-curricular program that includes camps, sport, music, the performing arts, debating, leadership, student governance and service.
Mullauna College is entering an exciting new era with the significant upgrade of learning spaces which will accommodate flexible curriculum opportunities for students and facilitate teachers’ innovative and collaborative practice. The facilities upgrade is a mix of new and renovated spaces and includes:
The college has developed the innovative Makerspaces precinct which provides a learning environment where all teachers can deliver STEM curriculum particularly for students in years 7 to 9. The college supports teachers in offering students opportunities to be involved in big projects that encompass a variety of disciplines and which facilitate authentic, deep learning using state-of-the-art technology.
Education Support ES1-3
The Principal Team and the Director of Music
0.20 = 1 days = 7.6 hours per week - Monday
Demonstrated capacity and skills to coordinate a specific education support function.
Demonstrated high level oral and written communication skills.
Possess the technical knowledge and expertise relevant to the position.
Demonstrated capacity to provide advice and support to management in respect to the work area.
Possess a relevant qualification and ability to provide high-quality Instrumental music lessons in both individual and small group situations, as directed by Head of Performing Arts and Classroom Music Teachers
The role of the Instrumental Woodwind instructor will include (but not be limited to):
1. Provide weekly Woodwind instruction in small group and individual situations.
2. Contribute to the development, implementation and evaluation of an effective program for students.
3. An ability to take responsibility for the musical direction and conducting of one of the school’s ensembles.
4. Supervising students during rehearsals and whilst performing as agreed to with the Director of Music
5. Provide support to ensemble directors by advising on appropriate assignment of instrumental parts to students within the ensemble program.
6. Undertake other duties as determined by the School Principal and the Director of Music.
8. Participate in activities such as staff meetings; school concerts; camps and excursions as required.
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.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Applicants should access the college website and may contact Principal Barbara Laidlaw 0428 547 036 for further information concerning this position. The School Strategic Plan and the Annual Implementation Plan and the 2018 Annual Report are available on the college website.
Applications for this position must be lodged via Recruitment Online by the advertised closing date 25-03-2020; late applications will not be considered.
Applicants are advised to include: