Role
Responsibility:-
1. Lead and support Careers Team including Careers strategic planning
2. Use data to inform decision making (destination data, retention data, staying in education data)
3. Continued documentation of portfolio (event planning, timelines and processes)
4. Lead all elements related to Course Counselling
5. Develop / manage the online platform for subject preference survey and final course selection.
6. Liaise with parent community regarding key info and date
7. Lead Senior Expo and other events
8. Lead and build capacity of a team of people to conduct Senior School Course Counselling including 12 VTAC Interviews
9. Liase with external partnerships such as University Enhancement CHES, RMIT SNAP, Access Monash, Deakin, Scholarships and applications
10. Lead Engagement programs with other Universities ( Deakin University)
11. Lead and build capacity of a team to conduct VTAC change of Preference for Year 12 students
12. Lead Parent and student Careers Information Sessions
13. Manage VTAC/On Track data collection, analysis, and dissemination relevant College stakeholders
14. Lead Year 10 and 11 My Career Portfolio
15. Lead Senior School Careers Curriculum
16. Support in SSGs to enhance Careers & Pathways Planning
17. Attend FMPLLEN & other key stakeholders' meetings and events
18. Lead EMC RTO VET in Schools program management, team, VIT Registration PTT etc.
19. Lead the management of external VET in Schools programs at EMC and other providers VIT Registration, PTT etc.
20. Lead Internal VET audit and benchmark (training and assessment strategies, training materials, assessment tools, trainer capability, records management etc)
21. Lead and actively contribute to a positive climate for learning and development where the College community demonstrates the highest levels of respect and inclusion for Aboriginal and Torres Strait Islander peoples, including implementing strategies to address the six self-determination in education reform areas
22. Perform other duties as may be required by the Principal or Assistant Principals
Link to the SSP and AIP:-
23. Embed a culture of high expectation across the whole college community.
24. Implement a school-wide pedagogical approach to student goal setting.
Leadership Expectations:-
25. Supporting Student Support Group Meetings
26. Coaching approach, including leading PLC, participation in learning walks and using data with teachers to make informed decision and improvement
27. Academic success (VCE)
28. Support and implement SWPBS Strategies
29. Developing and documentation of portfolio as an ongoing working document
30. Engaging and networking with external providers
31. Engage in the use of the Agile School Improvement framework
32. Leader will engage in monthly pulse checks to review evidence of impact
Key skills and attributes of the leader:-
33. Coaching approach to building teacher capacity
34. Ability to build high performing mind sets and team culture
35. Ability to build high performing teams and collect evidence that reflects endeavour
36. Ability to build positive and effective relationships with the college community including
37. Ability to effectively communicate and build connection with the College vision, values and strategic plan
38. Highly developed listening skills, that reflect a growth mindset
39. Be open to receiving challenging feedback and implementing this feedback to improve performance
40. Be improvement focussed
41. Ability to build effective relationships
Direct report:-
42. Assistant Principal
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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:
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:
Conditions of Employment
43. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
44. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
45. A probationary period may apply during the first year of employment and induction and support programs provided.
46. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Elisabeth Murdoch College (EMC) is a coeducational secondary college, 7-12, located in the southeastern suburb of Langwarrin with a current student population of 1620. We care about developing each of our students as a whole child. We build relationships and offer opportunities that position students for their pathway to success.
Our key priority areas are Literacy, Student Engagement in Learning, and Community Engagement. The College has an instructional model that guides teaching and learning for staff and students. The model provides flexibility to incorporate current department initiatives. We have a strong focus on literacy through the 3L Literacy for Learning framework, along with school wide Positive Behaviours.
The College adopts evidence-based strategies to support student's social and emotional learning. We offer a learning environment where all students can achieve their best and be positioned for a positive pathway. Respect, Empowerment, Aspiration, Courage, and Honesty are the core values that guide our work. We set high expectations for all students in all aspects of school life.
Elisabeth Murdoch College leads and implements initiatives and strategies to support the wellbeing of students, staff and the wider community. EMC is a lead school for the Department of Education Respectful Relationships initiative. We also have a newly established Inclusive Education team supporting students with additional needs including the new Tier 2 disability inclusion approach and Disability Inclusion Profiles (formerly Program for Students with Disabilities). EMC drives reconciliation in education, and celebrates and supports our Aboriginal and Torres Strait Islander students through our endorsed Reconciliation Action Plan. We are proud to work in partnership with the local Aboriginal and Torres Strait Islander community to support students building strength in cultural identity in engagement activities across the College.
Elisabeth Murdoch College, Langwarrin Primary School, Langwarrin Park Primary School, and Woodlands Primary School have partnered to create the THRIVE positive education network. Together we are using best practice teaching and the science of positive psychology to help every member of our school community to THRIVE.
Elisabeth Murdoch College is proud to offer a diverse set of pathways to cater to every aspiration. We strive to meet the learning needs and passions of every student, while also creating a supportive environment with opportunities for students to develop an individual sense of self and belonging to the community.
Our four Middle School Specialist Programs provide an insight into our unique approach to support students to transform their interests and passions into learning and career pathways in preparation for senior school. These programs are:
47. Leaders in Sport - Strong leadership within the community
48. The Murdoch Program - Providing strong academic pathways
49. The Performing Arts Collective - Inspiring success through a passion to perform
50. THRIVE Aspirant Leaders - Empowering students to become change makers
51. EMC Combine - Basketball Academy in 2025
These four Specialist Programs extend our regular curriculum, creating an environment where students can challenge each other, take risks and develop the behaviours and leadership skills that will support their continued learning well beyond secondary school.
We also provide a vast curriculum that caters for the interests and abilities of a diverse range of learning styles and pathways including:
52. Extensive VCE, VP, VM and VET offerings
53. School Based Apprenticeships with an extensive vocational program
54. Many additional opportunities to be involved in further educational experiences, ie. sport, academic, performing arts and community partnerships
55. Strong community links with the iCAN challenge and the Royal Children's Hospital, The Salvation Army, Monash University, Lifeblood and Cruden Farm
EMC College Vision & Values
Vision:
An inclusive environment that supports our community to realise their potential.
56. Pathways for every aspiration
57. Pathways to success
Purpose:
By creating curious and resilient learners who excel in a connected and global community.
Values:
58. R each
59. E mpowerment
60. A spiration
61. C ourage
62. H onesty
Responsibilities
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
63. Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
64. Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
65. Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
66. Leading and managing staff performance and development (review of staff);
67. Teaching demonstration lessons;
68. Leading and managing the development of the school's assessment and reporting policies and practices;
69. Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
70. Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
71. Responsibility for general discipline matters beyond the management of classroom teachers;
72. Contributing to the overall leadership and management of the school;
73. Contributing to the development of proposals for school council consideration;
74. Developing and managing the school code of conduct.