Instrumental Music Teacher

Overview Department of Education Victoria – Melbourne VIC 11d 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’re 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 a 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 that values 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 enrollment 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 School Wide Positive Behaviours for learning (SWPB) as a framework. We offer a wide range of academic and co‑curricular programmes 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 socioeconomic 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 organize and participate in College performance schedule through establishing and maintaining collaborative relationships with students, parents, colleagues and the broader community with 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 planning, preparation and teaching of programmes to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry to improve knowledge and skills to effectively engage students and improve their learning. As the classroom teacher gains experience, their contribution to the school programme beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher. Classroom Teacher – Range 2 Play a significant role in improving student performance and educational outcomes determined by the school strategic plan and state‑wide priorities; contribute to the development and implementation of school policies and priorities. Focus on increasing the knowledge base of staff about student learning and high‑quality instruction to assist the school in defining quality teacher practice. 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 of their practice and support staff to expand their capacity. Provide expert advice about content, processes and strategies that will shape individual and school professional learning. Supervise and train one or more student teachers. Assist staff in using student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved. Classroom Teacher – Range 1 Focus on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance. Teach a range of students/classes and are accountable for the effective delivery of their programmes. Operate under general direction within clear guidelines following established work practices and documented priorities; may supervise and train one or more student teachers. Participate in the development of school policies and programmes and assist in the implementation of school priorities. Focus on classroom management, subject content and teaching practice. New entrants to the teaching profession receive structured support, mentoring and guidance from teachers at higher levels. Plan and teach student groups in one or more subjects and participate in induction programmes and other professional learning activities designed to integrate curriculum, assessment and pedagogy across the school. Responsibilities The Instrumental Music tutor is required to: 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 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 (concert programmes, rehearsal schedules, 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 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 for roles within the Department. We provide reasonable adjustments for staff with disability. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division. Child Safe Standards Victorian government schools are child‑safe environments. All school staff are committed to protecting students from abuse or harm in the school environment, in accordance with the Child Safe Standards. See Child Safe Standards policy . DE Values The department’s values are Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. For more information, visit department values overview . 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 HR website . Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: 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 program 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 program accredited by an Australian State or Territory Teacher Regulatory Authority; a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. Details of qualification requirements are updated from time to time and can be found on the Department’s recruitment pages. Note: Do not provide bank or credit card details when applying for jobs. 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