Es 1-3 Instrumental Saxophone Music Teacher - Fte 0.2

ES 1-3 Instrumental Saxophone Music Teacher - FTE 0.2 Job posted: 20/06/2024
Location: Melbourne | Southern Metropolitan
Job type: Part time / From 15/07/2024 - 20/12/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1421492
Selection Criteria Selection Criteria SC1  Demonstrated high quality instrumental music tuition skills and capacity to successfully employ flexible and adaptive approaches to allow students to reach their full potential.
SC2 Demonstrated high-level knowledge of instrumental music curricula.
SC3 Demonstrated ability to choose relevant and challenging repertoire for both instrumental and ensemble programs.
SC4 Demonstrated capacity to work successfully as a member of the music team.
SC5 Demonstrated high-level communication skills.
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 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.
NOTE: option to increase to 0.4 FTE
Responsibilities Responsibilities Provide instrumental music tuition, including sessions to support students¿ development of performance skills to complement the classroom VCE program, individually or in small groups. Work in conjunction with an Instrumental/Classroom Music Teacher to co-direct an ensemble (rehearsing before or after school) Undertake other tasks as directed by the Head of Music or the Principal. Attend related school events including camps, concerts. Participate in planning days and staff meetings. Duties Duties to be performed by Instrumental Music Instructors include:
Music Program Use, reflect on and develop strategies which will result in maximum student progress within their particular musical discipline in both group and individual contexts Complete all student report requirements and Individual Learning Plans (ILP¿s) as set by the school; Create a positive environment conducive to learning for students in line with the school¿s policies and processes Be actively involved in the Bentleigh Secondary College Music Curriculum development, implementation and evaluation through shared and collaborative practice with teaching staff. Integrate appropriate digital technologies into the programs Demonstrate high-level cooperation with colleagues in developing and implementing Bentleigh Secondar College¿s Instrumental Music Program Adherence to the Instrumental Music Program as set out by the Head of Music in collaboration with the staff. Co-curricular and performance Contribute to the school¿s co-curricular program through the music program Participate in activities such as performances, house chorals, camps, excursions and school events Operational Be actively involved in the school¿s music team professional learning program and keep abreast of all activities and developments in the music faculty. Perform duties with skill, care and diligence to demonstrate the professional expectations of the staff of Bentleigh Secondary College to the highest level Comply with all Government policies and legislation · Comply with the timetable and professional ethos of the school
Complete an annual ES Performance and Development Plan with goals consistent with the school direction and purpose of the Music Program. Observe safe working practices including meeting the Child Safe Standards; Assist in protecting the buildings, grounds and equipment of the school from damage; and Undertake other duties as determined by the school Principal and the Head of Music. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
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. 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 Location Profile Bentleigh Secondary College places great emphasis on students working to achieve their very best, and on students challenging themselves. We all dream of things we want to accomplish during our lives. The difference between those whose dreams come true and those whose do not can be summed up in one word, `effort¿. Effort is the demonstration of hard work and achievement. We believe that the college motto ¿being the best you can be¿ is something everyone in our school community must aspire to by raising the expectations. 
As a learning community, we set high expectations for staff and teachers alike and provide an inclusive learning environment which facilitates the best possible outcome for all students. Our curriculum is innovative and academically challenging. Our co-curricular programs offer outstanding opportunities in the performing arts, instrumental music, leadership, sustainable practices, and sport. Positive relationships are the cornerstone of our inclusive college culture. These relationships are supported by our code of conduct which is based on the following principles: the right to learn, the right to be treated with respect and the right to be safe. 
Bentleigh Secondary College has a strong commitment to promoting leaderships skills in students based on co-operation, tolerance, self-discipline, and concern for others through active participation in the House Sport Program, music, sustainability and performing arts. Involvement in these activities enables students to develop relationships with students across a variety of year levels and encourages a sense of community. Students are also encouraged to be actively involved in decision making. College Captains, Students¿ Representative Council (SRC) and House Captains are important participants in this process.
At Bentleigh Secondary College, we invite students on an educational journey where they can develop their potential in a supportive environment, challenge themselves to be the best they can be whilst fostering resilience and social awareness. 
Bentleigh Secondary College offers outstanding facilities for student learning. These facilities create a great sense of purpose and pride for all members of our learning community and help bring out the best in all our students and staff. 
Our outstanding facilities include: a two court Sports Stadium; Performing Arts Centre and Theatre; VCE Centre; Library and Resource Centre; Information Technology Centre; Science Learning Centre; Year 8 open plan Learning Centre; Year 7 Centre; wetlands environment and outdoor learning area; hospitality kitchen; automotive workshop; and a Year 7 harvest garden.
Our buildings are connected to a high-powered wireless network that enables students to access state of the art eLearning throughout the college. These facilities have an exemplary sustainability design, including water conservation and solar power installation, and are surrounded by carefully planned indigenous water wise landscapes.
1598 jobs are currently listed for Schools (Government)
Job type:Part time / From 15/07/2024 - 20/12/2024

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