ES 1-3 Instrumental Music Instructor

ES 1-3 Instrumental Music Instructor - Voice Department of Education Victoria – Melbourne VIC 10d ago , from Department of Education & Training Victoria At Sandringham College, our staff are our greatest asset. We are seeking educators who are passionate about teaching, committed to continuous improvement, and eager to be part of a supportive and ambitious team. If you are motivated by the opportunity to make a lasting impact, grow professionally, and contribute to a school striving to be among the very best in Victoria. Sandringham College is on a journey to become a leading state secondary school in explicit teaching and knowledge‑rich curriculum. We foster a positive, professional environment where teamwork, innovation, and evidence‑based practices are central to our culture. Our commitment to instructional coaching and high‑quality professional learning ensures that every staff member is empowered to thrive as an outstanding educator. What We Offer The chance to make a real difference in the lives of students and colleagues A collaborative, forward‑thinking staff culture that values professional learning, teaching excellence, and a strong sense of belonging Opportunities to shape a knowledge‑rich curriculum and whole‑school VTLM 2.0 based pedagogy Ongoing professional development, instructional coaching, and leadership mentoring A supportive community of educators committed to shared growth and continuous learning Strong leadership with a clear vision who value both staff and student voice School Profile Sandringham College is a vibrant, co‑educational government school located in Melbourne’s bayside area. Serving students from Years 7 to 12, the College operates across two closely situated campuses: the Bluff Road Campus (Years 7‑8) and the Holloway Road Campus (Years 9‑12). With an enrolment of over 1100 students, we offer an inclusive learning environment that celebrates academic achievement and is committed to developing young people of great character using a School‑Wide Positive Behaviours for Learning (SW PB) framework. We offer a wide range of academic and co‑curricular programs tailored to the diverse needs and interests of our students. Our senior campus delivers a comprehensive VCE programme alongside a successful VCE Vocational Major pathway. At our 7‑8 campus, students can engage in enhancement programmes such as SEAL (Select Entry Accelerated Learning) and specialist academies in Sport, Art, and Dance. While we are in a relatively affluent area, our student community reflects a broad socio‑economic spectrum. Approximately 15 % of families receive CSEF or Youth Allowance, and we take great pride in our inclusive approach to learning and wellbeing. Our Vision Academic excellence and young people of great character. Our Values Excellence, Integrity, Respect, Creativity, Community Selection Criteria SC1 – Demonstrated knowledge of the relevant VTLM 2.0 curriculum, current VET Music competencies, and VCE music repertoire requirements including experience in leading ensembles, preparing students for performance and graded exams. SC2 – Demonstrated experience in improving learning of contemporary styles and the capacity to engage with student interests and relevant curriculum. SC3 – Demonstrated reflection of practice and engagement in professional learning to continually improve the quality of instruction and performance outcomes. SC4 – Demonstrated ability to organise and participate in College performance schedules through establishing and maintaining collaborative relationships with students, parents, colleagues and the broader community through high‑level verbal and written communication skills. SC5 – Demonstrated ability to build and retain instrumental music student enrolments across year levels. Role 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 programmes. 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 programme and is unlikely to impact substantially on whole‑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. Responsibilities Provide instrumental music tuition to students from Years 7–12, individually or in small groups. Adhere to the school’s Child Safety and Wellbeing Policy and ensure compliance with the Child Safe Standards. Assist with the care, maintenance and inventory of school‑owned instruments and music equipment. Support students in preparation for formal assessments and music examinations (AMEB, VCE, or equivalent), under the guidance of the Instrumental Music Coordinator. Communicate with parents/guardians as required regarding student progress, attendance and performance commitments, under the direction of the Head of Music. Participate in relevant professional learning to maintain and enhance instrumental, pedagogical, and ensemble direction skills. Assist with general administrative tasks related to the Music Department, such as concert programmes, rehearsal schedules, and music library organisation. Support students to participate in performance exams. Assist in the development and operation of choirs, music ensembles and bands. Assist the classroom music teachers and Head of Music with preparation for school and community‑based performances. Ensure that all school processes and procedures are followed – mark rolls accurately, enter events on Compass. Communicate with the classroom teachers and Head of Music regarding the daily operations of the school. Maintain personal, technical and performance skills to a high level. Maintain professional standards and relationships with students and staff. In the event of student absences support the classroom Music Teachers or Head of Music to undertake other duties as directed by the College Principal. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirements of the position. Diversity and Inclusion 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*******@education.vic.gov.au. 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. 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: Other Information 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website at Conditions of Employment 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website at #J-18808-Ljbffr