Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Loddon Mallee - Macedon Ranges
Reference: 1526750
SC1 Demonstrated capacity to deliver dynamic and engaging music lessons to individuals and/or small groups of Instrumental Music students.
SC2 Demonstrated high-level knowledge of instrumental music curricula, specialising in guitar.
SC3 Ability to work collaboratively as part of the Music Team and contribute significantly to the success of the music program.
SC4 Demonstrated high level communication and interpersonal skills in liaising with staff, students and parents.
SC5 Demonstrated experience in selecting relevant and challenging repertoire for both instrumental and ensemble programs
SC6 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and commitment to ongoing professional learning and growth.
Wallan Secondary College is seeking a suitably qualified guitar/drums/bass teacher to join our growing music team. Wallan Secondary College has an expanding music department focusing on contemporary music styles and instruments. The successful applicant will have experience teaching students from beginner level through to VCE students in various styles of contemporary music. The position involves the provision of small group lessons to students wishing to learn guitar and supporting students through participation in ensemble groups and bands. Experience and ability to teach a secondary instrument would be advantageous
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 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
Wallan Secondary College: Learning for Life in Melbournes Northern Growth Corridor
Wallan Secondary College (WSC) is a dynamic government school catering to Years 7 to 12, located 50 kilometres north of Melbourne in the fast-growing Mitchell Shire. Since opening in 2006 with just 110 students, WSC has grown to over 900 students, reflecting the schools strong reputation for academic care, student support, and community connection.
At the heart of the College is a dedicated team of more than 120 staff, including five Principal Class members and 11 Leading Teachers. Staff are supported through clearly structured teams, targeted professional development, and collaborative planning time. This framework enables staff to deliver high-quality teaching while also nurturing student wellbeing and engagement.
WSC places strong emphasis on student support, offering a range of wellbeing services that include a dedicated wellbeing team, access to counselling, and proactive wellbeing programs delivered through a structured pastoral care model. Programs like breakfast club, homework club, and targeted intervention in literacy and numeracy ensure that every student receives the support they need to succeed.
The College offers a broad, inclusive curriculum with a strong foundation in English, Mathematics, Science, and Humanities, alongside rich offerings in the Arts, Technology, Health and PE, Indonesian, and Music. Senior students benefit from a wide selection of VCE, VET, and Vocational Major (VM) programs to support diverse post-school pathways.
Leadership development is a key focus at both student and staff levels. Students are encouraged to take on formal leadership roles and participate in enrichment opportunities such as performing arts, sport, and student voice forums. For staff, clear leadership pathways are supported through coaching, mentoring, and internal progression opportunities, creating a strong culture of professional growth.
With a sustained focus on learning, support, and wellbeing, Wallan Secondary College continues to build a safe, inclusive, and high-achieving school culture, one that fosters success for every student and empowers staff to thrive in their roles.