Instrumental Music

2 weeks ago

Melbourne, Victoria, Australia Education and Training Full time

Location:
Melbourne | Northern Metropolitan

Job type:
Part time / From 20/02/2023

Organisation:
Education and Training

Salary:
Salary not specified

Occupation:
Education and Training

Reference:

Selection Criteria:

SC1 Demonstrated experience and skills in coordinating an instrumental mucic lesson.

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 self and others.

Role:

[Attendance requirement for this position]

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 programs.


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 mínimal 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 program and is unlikely to impact substantially on whole of 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:

  • Manage the design and production of school instrumental music program and documents.
  • Provide professional student instruction of instrumental music.
  • Provide strategic advice on specific support services and their impact on students, school curriculum and services.
  • Manage the use of and access to school resource and reference material.

Who May Apply:

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment:

Child Safe Standards:

DET Values:

Other Information:

Band experience is preferred, but not limited to.

Time fraction is negotiable - currently advertised at days per week)

Conditions of Employment:

  • All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

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.


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 positiv

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