AddressElisabeth 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:
- Leaders in Sport - Strong leadership within the community
- The Murdoch Program - Providing strong academic pathways
- The Performing Arts Collective - Inspiring success through a passion to perform
- THRIVE Aspirant Leaders - Empowering students to become change makers
- 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:
- Extensive VCE, VP, VM and VET offerings
- School Based Apprenticeships with an extensive vocational program
- Many additional opportunities to be involved in further educational experiences, ie. sport, academic, performing arts and community partnerships
- 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.
- Pathways for every aspiration
- Pathways to success
Purpose:
By creating curious and resilient learners who excel in a connected and global community.
Values:
- R each
- E mpowerment
- A spiration
- C ourage
- H onesty
SC 1. Educational leadership
Outstanding capacity for visionary and exemplary educational leadership of a school or college.Highly developed skills in leading and managing change including the leadership of others in the process of change.SC 2. Financial, managerial and administrative ability
Outstanding financial, organisational and resource management skills.SC 3. Planning, policy and program development and review
Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.Demonstrated ability to implement Department policies to a high level. An understanding of and a commitment to, the use of learning technologies to improve teaching and learning. SC 4. Leadership of staff and studentsA highly developed capacity to motivate staff, develop their talents and build an effective team.
A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents. SC 5. Interpersonal and communication skills
Highly developed interpersonal and communication skills in individual, small group and community contexts.Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.An ability to work with parents and the community to develop a strong learning environment.SC 6. CommunityDemonstrate a capacity to develop strong relationships with the school community to build support aspirations for all.
The Assistant Principal reports directly to the principal.
Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, Assistant Principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.
The management of significant school program or functional areas in schools involve Assistant Principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.
Typically Assistant Principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.
Typically, Assistant Principals perform one or more of the following functions:
- supervision and coordination of the work of senior curriculum or level coordinators;
- allocation of budgets, positions of responsibility and other resources within the area of responsibility;
- supervision of the delivery of teaching programs;
- management of programs to improve the knowledge and experience of staff;
- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
- contribute to the overall management of the school;
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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 Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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
Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.
(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
Planning, policy and program development and review
(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
(ii) Demonstrated ability to implement Department policies to a high level.
(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
Leadership of staff and students
(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.
(ii) A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
Interpersonal and communication skills
(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.
(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
(iii) An ability to work with parents and the community to develop a strong learning environment.
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.
