Location Profile
Neerim District Secondary College is a vibrant small rural secondary school of approximately 240 students, located in the picturesque township of Neerim South at the foothills of the Baw Baw Ranges. Set on spacious, well-maintained grounds, the school offers staff and students an attractive, settled, and inclusive learning environment that supports both professional fulfilment and personal wellbeing.
Our vision is to empower every student to become the best version of themselves. Central to this vision is a strong sense of community, where relationships are valued and individuals feel known, supported, and respected. Staff at Neerim District Secondary College work collaboratively as a cohesive and highly supportive team, partnering closely with families to help students achieve their academic, personal, and future goals.
Our shared values, developed in partnership with students, staff, and the wider community, guide everything we do:
* Community ¿ We foster a strong sense of belonging and warmly welcome all members of our school community.
* Respect ¿ We demonstrate care and consideration for the rights, feelings, and perspectives of others.
* Perseverance ¿ We encourage resilience and determination, celebrating effort and growth in the face of challenges.
* Leadership ¿ We actively promote leadership opportunities and leadership behaviours for students at all levels.
The school offers a strong and engaging Years 7¿10 curriculum aligned with the Victorian Curriculum, complemented by a diverse range of performing arts, visual arts, and design technology programs. In Year 9, students participate in an innovative applied learning, inquiry-based program for one day per week, designed to develop interpersonal skills, problem-solving, critical and creative thinking, and real-world learning capabilities.
Students in Years 10¿12 benefit from a broad range of VCE subjects delivered through a combination of on-site, face-to-face teaching and blended learning approaches. The school also offers a well-established VCE Vocational Major (VM) program in Years 11¿12, with students supported to complete VET Certificates through external providers and engage in Structured Workplace Learning one day per week.
Student wellbeing and inclusion are central to our work. Through dedicated and passionate Student Wellbeing and Student Inclusion Teams, the school provides targeted and meaningful interventions to ensure all students¿ individual learning and wellbeing needs are met.
Neerim District Secondary College enjoys strong and ongoing support from the Neerim South community, with students regularly involved in volunteering and contributing to local events. With increasing enrolments, supportive families, and a motivated, forward-thinking staff team, Neerim District Secondary College is a destination school and an excellent place to build a rewarding and impactful career.
Selection Criteria
SC 1 - Demonstrated qualifications and experience/ability to instruct and support the learning of Guitar/drums.
SC 2 - Demonstrated high level of competence and experience as an instrumental instructor and posses a sound knowledge of a variety of different styles of music relevant to your instrument
SC 3 - Demonstrated high level of oral and written communication skills including the capacity to develop constructive relationships with students, parents and other staff members
SC 4 - Demonstrated technical knowledge and expertise relevant to the Instrumental Music Instructor position
SC 5 - Previous experience supporting and promoting Instrumental Music programs in schools
SC 6 - Demonstrated commitment and capacity to actively contribute to a broad range of school activities and commitment to ongoing professional learning and growth
Role
Attendance for this position is one day per week.
The role is designed for an instrumental specialist who can instruct and deliver learning on specialist musical instruments including: technical knowledge and skills, assistance reading and using notation, learning ensemble repertoire, developing personal practice habits and taking care of equipment. The role also operates with some autonomy on the scheduling and organization of groups and lessons of students up to 4 students, working on a moving timetable within allotted days. High level technical knowledge is a must but also skill in engaging and maintaining excitement for instrumental learning during the early years of an instrument is also essential.
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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
* Instruct students on their specialist instrument/s
* Provide specialist advice, under supervision of senior personnel, to students in relation to the handling and use of materials and equipment
* Provide a child safe environment in accordance with the Child Safe Standards
* Provides instruction or coaching to students not including any duties of a teacher (e.g. instrumental music instruction, sport coaching, dance instruction)
* Manages the flow of information to staff and students to ensure appropriate awareness of technical operations and safety
* Facilitate individual or group programs for students
* Assist with the provision of a reference service to teachers.
* Apply sound theoretical knowledge and practical expertise
* Develop and implement safety procedures within work and/or teaching areas in accordance with school policy and relevant safety legislation.
* Advise teachers about technical components of curriculum implementation.
* Manage experiments and/or use of equipment and materials under the supervision of teachers and provide basic instruction where required.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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 *******@
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.
Child Safe Standards
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:///pal/child-safe-standards/policy
DE Values
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:///pal/values-department-vps-school-employees/overview