Music Teacher

Music Teacher - Graduate Teacher Program Job posted: 14/11/2024
Location: Melbourne | Northern Metropolitan
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1451733
Closes: 27/11/2024
Classification: Graduate Teacher Program
Location Profile We welcome passionate and imaginative educators into our learning community.
We commit to supporting and valuing staff in their professional practice and growth through:
Belonging to an inclusive and multicultural community Knowing that together we make a difference Intellectual and practical engagement in our profession Teaching for conceptual understanding.
Our communities of practice are responsive to staff and student experiences and are where we work collaboratively to better understand how to best meet student learning needs.
Currently these teams focus on:
The literacy and numeracy demands of assessments and ensuring we explicitly teach these Building strong relationships with students and families developing a culture of community.
As a new member of our community, you will be supported through a structured induction program, with embedded and dedicated time release for mentoring and coaching.
Being able to quickly build strong and positive relationships between staff, students, and families, is underpinned by our values of belonging and respect, and is front and centre of our practices through form teacher roles, community events and extra-curricular opportunities.

On the lands of the Wurundjeri people, our community is wonderfully diverse with over fifty different language backgrounds being represented through our families and staff.
We support and celebrate this diversity with a team of multicultural and integration staff, events, and performances.
A significant proportion of our students experience challenges at home and are supported through breakfast and homework clubs, as well as a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist.
Learning is supported through targeted fluency and tutoring programs, with learning partners ensuring Individual Learning Plans are developed and effectively implemented.

Staff at our school have many opportunities to expand on their teaching practice through leadership responsibilities and positions that promote individual and professional growth.
These opportunities are reflective of our commitment to enhancing our students' personal and educational growth in the following ways:
Student voice and agency Applied learning Restorative practices Community leadership Inclusive and differentiated teaching and learning Reflective and evaluative practices Enrichment and engagement programs.
2025 will see Craigieburn Secondary College further embed our organisational design model, where Assistant Principals, Leading teachers and key coordination staff move up with their single cohort, embedding the strong relationships formed in 2024.
Knowing our students and building relationships between the school and families are the keystones to ensuring that the learning and wellbeing needs of our students are addressed in a holistic way.

Selection Criteria - Graduates SC1: Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills.
Demonstrated capacity to respond to student learning needs.

SC2: Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3: Demonstrated capacity to monitor and assess student learning.
Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4: Demonstrated interpersonal and communication skills.
Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5: Demonstrated behaviours and attitudes consistent with Department values.
Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Program Benefits - Graduates This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment
Role - Graduates The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.

These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.
Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice.
New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricular activities.

Responsibilities - Graduates Core responsibilities include:
Planning and implementing a range of teaching programs or courses of study Teaching an area of the curriculum or a general curriculum to a year level Monitoring, evaluating and reporting student progress in key learning areas Implementing strategies to achieve targets related to student learning outcomes Maintaining records of class attendance and recording student progress Implementing effective student management consistent with the school charter.
Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio Additional responsibilities may include but are not limited to:
Supervising a range of student activities including support and welfare programs Contributing to a range of co-curricular programs Who May Apply - Graduates To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
have completed their course requirements and graduated in the last 4 years, and not be employed as a teacher by the department at the time the advertised position is to commence Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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.

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:
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.

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.

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