SEVR Instrumental Music Coordinator

The position is available to teachers of instrumental music to coordinate the Instrumental Music Program across South Eastern Victoria Region. There will be two other coordinators in 2024 who will work as a team based at Clayton South Primary School. Selection Criteria Applicants are required to have: - Accomplished and highly regarded educational leadership in the area of music across school communities; - Demonstrated a high level of knowledge of music, pedagogy and recent developments in relation to quality instrumental music teaching; - Demonstrated high level communication skills and professional behaviour when interacting with Principals, teachers and colleagues across regions, including high level technical skills; - Demonstrated commitment and capacity to actively contribute to music across the region as a member of a team; - Demonstrated capacity to reflect critically upon their professional practice to continually improve the quality of professional learning activities for teachers and delivery of instrumental music programs 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. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. As the classroom teacher gains experience his or her contribution to the school program 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 Range 2 classroom teachers 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. A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define 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 the school to engage in critical reflection of their practice and to support staff to expand their capacity - Provide expert advice about the content, processes and strategies that will shape individual and school professional learning - Supervise and train one or more student teachers - Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved. Classroom Teacher Range 1 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-curricula activities. Responsibilities Develop and implement a vision for instrumental music in SEVR by: 1. Responding to emerging priorities for instrumental music within SEVR by initiating high quality musical opportunities for students throughout the region across all instrument types; 2. Providing relevant and accessible professional learning opportunities for music teachers: - within SEVR - in partnership with related organisations - across the state by liaising with coordinators in other regions; 3. Liaising with school Principals, music co-ordinators and IMTs through meetings, newsletters, email and school visits, and according to DEECD procedures and protocols for official communication, and implement relevant policies; 4. Developing an understanding of wider HR and workplace issues in order to advise school music coordinators and other staff; 5. Using high level computer, graphic design, recording and CD production skills to promote regional music events, and database and spreadsheet skills to maintain records of school programs and staff; 6. Facilitating networking and mentoring opportunities to foster the growth of music programs within the region; 7. Providing advice to the Regional Director on allocation of IM funding through the Annual School Submission process. 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. 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 (seeWorkplace 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 marrung@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: 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: - 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 programs provided. - Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx 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 that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership "Accreditation of initial teacher education programs in Australia: Standards and Procedures"; and - 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 (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person). Applications close Tuesday 21 October 2025 at 11.59pm #J-18808-Ljbffr