AddressEstablished in 1955, Brighton Secondary College has a tradition of excellence. Students are offered an outstanding program in a structured supportive and caring environment in which they are encouraged to reach their full potential. The school is set in a leafy bayside suburb close to the beach and the city.
A broad curriculum offers student academic studies, creative and performing arts, technology studies, social development and sporting competition. At junior levels there is a comprehensive range of subjects including health, music, drama, languages, food technology, ICT and materials technology. A broad range of VCE studies is offered, as well as vocational studies at senior levels.
The school has a strong international focus. It is an accredited International Baccalaureate Organisation World school and offers the IB Diploma program as a senior pathway option. The school is also a member of the Council of International Schools.
Visions and Values
VISION
Brighton Secondary College is a safe place where all have the opportunity to achieve personal excellence through collaboration based on respect, empathy and integrity.
MISSION
Our mission at Brighton Secondary College is to develop future-ready global citizens
We strive to prepare young people to thrive and contribute in the world beyond school. We do this by creating responsible, empathetic citizens who are adaptable, life-long learners and critical thinkers.
VALUES LIVED
Excellence
- We strive for personal best in all pursuits
- We take pride in what we do
- We make the most of all opportunities we are given.
Curiosity
- We strive for understanding
- We encourage learning
- We question and seek solutions
Respect
- We treat others as they would like to be treated.
- We take pride and respect in ourselves and our environment
- We accept and celebrate difference and diversity.
Integrity
- We take ownership for our actions and embrace constructive feedback.
- We follow through on our intentions.
- We are honest and transparent
Empathy
- We are sensitive to the needs of others
- We try to understand the needs of all min our school community.
- We listen in order to understand.
Teamwork
- We share knowledge and harness our collective strengths.
- We collaborate with others to work towards common goals.
- We believe everyone has a responsibility to contribute.
SC1 Demonstrated experience and skills in coordinating a specific education support function.
SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC3 Demonstrated high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.
SC6 Demonstrated commitment to professional learning and growth for both
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
- Primarily Violin and Viola with the possibility of Cello and Double Bass
- Provide individual and group tuition to students from beginning to advanced levels including VCE on violin, viola and cello.
- Manage all administration for lessons and ensemble rehearsals and communication with students and parents including; enrolment, instrument hire, lesson scheduling, roll marking and reporting.
- Manage and direct String Ensemble rehearsals and prepare ensembles for performance.
- Includes conducting and arranging for String Ensemble (Yrs 7-12) and managing repertoire for the String Quartet (Senior).
- Assist and attend College performances, excursions and camps.
- Attend whole school events and curriculum days pro-rata.
- Contribute to the development of a music culture in the College community.
- The College requires all instrumental music staff to demonstrate a high level of competency in teaching instruments in groups.
- The position will also involve rehearsal and direction of String Ensembles as directed and assistance is expected with the band ensemble program.
- Instrumental music staff will work with the Director of Music to coordinate the allocation of students to instrumental music classes and oversee the maintenance, repair, purchase and replacement of relevant equipment and stocktake.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
