Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Inner South East suburbs
Reference: 1505690
Selection Criteria
1. A relevant qualification to enable you to provide high-level instrumental music instruction to secondary school students in a Victorian State secondary school.
2. Demonstrated capacity to provide tailored, individual high-level instrumental music tuition/lessons to students in a school setting.
3. Demonstrated high-level written and verbal communication skills and high-level interpersonal skills including the capacity to develop constructive relationships with students, parents, colleagues and members of the broader community.
4. Demonstrated capacity to reflect upon and improve their own professional practice with a commitment to ongoing professional learning.
5. Demonstrated understanding of, and commitment to, the Child Safe Standards and Child Safety in a school setting.
[Attendance requirement for this position]
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
Prahran High School is a uniquely urban, inner-city 7-12 co-education school environment. Situated on busy High Street, Windsor, we are well serviced by public transport ¿ trams, trains and buses all within easy walking distance. With no car parking on site, this ease of access is important and helpful. Most students who attend our school reside within the local community area, meaning that walking and bicycle riding are also convenient.
Our school is a purpose-built, co-educational, vertical campus in one of Melbourne¿s most creative and eclectic inner-city urban villages. Our school is built to accommodate approximately 600 secondary students and is integrated into Prahran¿s thriving education and arts precinct that includes the Melbourne Polytechnic, Todd Patrick School of Dance, Gymnastics Victoria, and the National Institute of Circus Arts (NICA).
Spanning four levels that encircle a vast light-filled central atrium, our school truly presents as an innovative, unique and contemporary school campus. Our curriculum, approach to pedagogy, wellbeing and culture works in harmony with the design of the school buildings.
A central feature of the design is a series of cascading bleachers that interconnect the various levels, while acting as informal learning and gathering spaces. The architecture of the school motivates physical movement, vertical circulation and open visibility. This together with the learning terraces and multiple breakout spaces creates a learning environment that aligns with our bespoke PHS Model of Learning, which includes various collaborative, flexible and independent learning pedagogies, along with an explicit focus on positive relationships and authentic wellbeing.
The ground floor houses the library, music and drama facilities. Science labs, art and design technology spaces extend throughout the next three levels, while learning spaces on each level open to outdoor learning terraces. The third floor features a full-sized basketball court gymnasium and an outdoor recreation zone with a rebound court and running track. A multi-purpose area with café, seating and garden occupies the rooftop level.
Please visit our website www.prahranhighschool.vic.edu.au for more detailed information about our school, including a summary recruitment document for all prospective 2026 applicants to download and consider.
We welcome your interest in our school and we look forward to reading your application.
`At Prahran High School, we believe deeply that the development of a young person¿s character, together with the attainment of academic excellence are essential to a life lived with purpose and meaning.¿