Instrumental Music Instructor - Guitar (ES1.3)

Job Description

Instrumental Music Instructor - Guitar (ES1.3) Job posted: 29/01/2025 Location: Melbourne | Northern Metropolitan Job type: Part time / From 10/02/2025 - 23/01/2026 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1463050 Closes: 11/02/2025 Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role. SC2 Demonstrated capacity to work and collaborate with others in a team environment. SC3 Demonstrated capacity to communicate effectively in a team environment, including 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 and other school staff in respect to the work area. SC6 A commitment to professional learning and growth for both self and others. Role Attendance during school holiday periods is not required. This position is for one day per week. 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 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 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 The Instrumental Music Instructor is responsible for the following: To provide instrumental instruction through to Year 12 level to small groups (usually 1-5) of selected students identified by the school who have an interest in and would benefit from the opportunity to access music tuition. To provide individual and group tuition with a focus on the progression to Year 12. This may include supporting students participating in performance exams such as A.M.E.B. or A.N.Z.C.A. To assist in the development and operation of school music ensembles. (This will be in conjunction with the classroom music teacher or other teaching staff who have primary responsibility at the school). Provide regular written reports relevant to IMT tuition as part of each school's reporting program of student progress when required. Assist the classroom music teachers in the preparation of students for school and community-based performances, concerts, workshops, eisteddfods etc. Work in an effective and professional manner with the classroom music teacher and the IMT Coordinator. Assist students enrolled in VCE/VCAL & VET Programmes throughout the district. Attend and participate in District IMT and school-based meetings as required to support the development and administration of the school IMT program. Maintain communication with the school music coordinator in regard to daily operational matters i.e. changes to the daily timetable and plans, student attendance and allotments. Attend relevant school briefings when possible. Maintains their personal, technical and performance music skills to a high level. To ensure the maintenance of professional standards and relationships with students. To participate in the annual review process. In the event of student absence from timetabled classes support the school music program classroom teacher or other duties as directed by the Principal. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment 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. The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. Location Profile Noble Park Secondary College is a multicultural school with students speaking 48 languages, an SFO of .7788 and a SFOE index of .7022. 80% of students speak another language other than English at home with 72% of our student population born outside Australia. Noble Park Secondary College is currently in our fourth year of a new strategic plan (SSP) with our next Review scheduled for 2025. Our current SSP Student Achievement Goal is to achieve continuous improvement in the learning growth of each student. Our Student Engagement Focus is to improve engagement through increased authentic student agency in their learning. Our student management structure is divided into Junior (Years 7-9) and Senior (Years 10-12) with a sub school leader each for Junior and Senior and year level coordinators at each year from 7-12. Our management structure is student centred with an emphasis on support, safety, and security. Attendance is checked each lesson with parents notified by SMS. School Council endorses the wearing of compulsory school uniform. All students at the College have their own personal device to ensure that they have access to the required use of technology necessary for 21st Century learning. Students in Years 7 to 10 study subjects representing the key learning areas, with electives available for Years 9 and 10. VCE/VM/VPC/VET units are available for Years 10 to 12. We are an accredited school for international students with a strong international program. The College has introduced an ongoing reporting system through Compass, so that students and parents/ guardians can monitor student progress and assessment on a regular basis. Student learning is maximized through extra-curricular activities in the areas of self-confidence, social skills, participation, and leadership through programs such as Peer Support, Year 11 Formal and Year 12 Valedictory celebrations, outdoor education camps, year level camps and a multicultural concert. Context Noble Park Secondary College is a Year 7-12 co-educational College which embraces the traditional values of: Respect Teamwork Responsibility Integrity Our curriculum focuses upon value added growth in all Curriculum Areas with an emphasis upon understanding individual student achievement through a variety of assessment processes. For senior students, the College offers VCE, VCE/VM and VET subjects both internally at the college as well as external VETs through outside providers. The College has a strong careers pathway program starting at years 7-9 through pastoral care sessions, as well individual careers counselling from years 9-12. The College is proud of the connectedness of the students to the College which is enhanced with the strong relationship between staff and students and followed up with extensive co-curriculum programs to enhance student engagement and learning. Purpose At Noble Park Secondary College our purpose is to provide a nurturing, supportive and safe learning environment for all members of our community: Every Teacher: Knows their students and how they learn. Plans for and implements effectively Teaching and Learning Practices. Demonstrates individual student growth. Every Student: Works co-operatively with their teachers. Is actively involved in their learning growth. Key Improvement Strategies Our current School Strategic Plan focuses on: Student achievement, particularly for an increase in the percentages of students in the top two bands of achievement in the National Assessment Program - Literacy and Numeracy (NAPLAN) Instructional and shared leadership Pathways and transition outcomes Student voice and agency in their learning Our college has introduced a consistent instructional teaching model. Staff are aligned to the College's vision of this consistent teaching and learning model through professional learning teams demonstrating evidence through their performance development process in a collaborative and professional manner. Through this process staff are committed to meet A.I.P. targets and goals to continually improve student outcomes. Job classification: Contact: To apply for this role, you will be redirected to the Schools (Government) job application system. #J-18808-Ljbffr