Instrumental Music Teacher

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. Students are served from Years 7 to 12 across two closely situated campuses: the Bluff Road Campus (Years 7 to 8) and the Holloway Road Campus (Years 9 to 12). With an enrolment of over 1,100 students, we offer an inclusive learning environment that celebrates academic achievement and is committed to developing young people of great character using School Wide Positive Behaviours for learning (SWPB) as a framework. We offer a wide range of academic and co‑curricular programs tailored to the diverse needs and interests of our students. The senior campus delivers a comprehensive VCE program alongside a successful VCE Vocational Major pathway. At the 7–8 campus, students can engage in enhancement programs 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 schedule 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 The classroom teacher classification comprises two salary ranges – range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. Classroom teachers engage in critical reflection and inquiry to improve knowledge and skills and to effectively engage students and improve their learning. As classroom teachers gain experience, their contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake additional duties in addition to their rostered teaching duties provided the responsibility is appropriate to their salary range, qualifications, training and experience. Classroom Teacher – Range 2 Play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state‑wide priorities and contributing to the development and implementation of school policies and priorities. Focus on increasing the knowledge base of staff within the school about student learning and high quality instruction to assist the school in defining quality teacher practice. Expected to: have the content knowledge and pedagogical practice to meet the diverse needs of all students; model exemplary classroom practice and mentor/coach other teachers in critical reflection and support staff to expand their capacity; provide expert advice about content, processes and strategies that shape professional learning; supervise and train student teachers; and assist staff to use student data to inform teaching approaches. Classroom Teacher – Range 1 Focus 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. Operate under general direction within clear guidelines following established work practices; may have responsibility for supervising and training student teachers. Participate in the development of school policies and programs and assist in the implementation of school priorities; focus on classroom management, subject content and teaching practice. New entrants receive structured support, mentoring and guidance from teachers at higher levels; plan and teach student groups and participate in induction programs and professional learning activities that integrate curriculum, assessment and pedagogy. Responsible for teaching their own classes and may assist and participate in policy development, project teams and co‑curriculum activities. 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 programs, rehearsal schedules and library organisation Support students to participate in performance exams Assist in the development and operation of choirs, music ensembles and bands Assist 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 classroom teachers and Head of Music regarding daily operations 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 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. 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. 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. 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 and negotiate a reduced time fraction if successful. 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 Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching; and If the person completed an Australian postgraduate level initial teaching programme or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education programme as required by the Australian Institute for Teaching and School Leadership; and A person who graduated from a Victorian Initial Teacher Education (ITE) programme after 1 July 2016 must also 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 ITE programme completed by the person). 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 will be provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at #J-18808-Ljbffr