,

Ed Support Level 1-Range 3 - Cello Tutor

Job posted: 25/11/2024
Applications close: 08/12/2024 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Part time / From 28/01/2025 - 26/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1454553

Reference: 1454553

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

Location Profile

Box Hill High School is a high-performing co-educational government school in the Inner East area of Melbourne.

The school was established in 1930 and has a long tradition of striving for academic excellence and establishing a strong, positive learning environment for all students. We are a single-campus school of 1500 students enrolled from years 7 to 12. We have 132 teaching staff and 34 ES staff, as well as a team of 4 Principal class officers.

Box Hill High School is a learning community that fosters resilience, a passion for lifelong development and a commitment to positively impacting the world. Our purpose is:

To ensure an inclusive, safe community where students and staff are respectful of each other.

To collaborate to set and achieve challenging learning goals to create an environment where everyone can flourish

To equip students with the skills to be resilient and passionate life-long learners

To respect and consider student voice in the classroom and wider school community

To demonstrate school pride in the way we present and conduct ourselves

To develop and nurture students who are ethical, think critically and can contribute as global citizens

 

Our school values of respect, creativity, resilience and growth ensure that everyone in our school community will be treated fairly and respectfully. In turn, we will strive to create an inclusive and safe school where curiosity and creativity are valued and all members of our community are empowered to participate and learn. The school motto, `ad altiora certamus¿ (to strive for the higher things), underpins all that we do.

Student learning, engagement and well-being are central to our work, and the school has a range of programs in place to support the learning and growth of all students. These include our well-established SEAL program (GAPP), Program for Students with Disabilities (PSD), and intervention programs in Literacy and Numeracy.

Students can further develop their skills and talents through various additional programs and extra-curricular activities, including sports, music, performing arts, solar cars, robotics, debating, leadership programs and numerous clubs. There are also several opportunities for students to further their own personal development and enhance their global perspective through a range of international programs, including a German Exchange Program, The World Challenge, USA Space Camp and the Victorian Young Leaders to China Program.

Student leadership, voice and agency are a priority at the school. Students have multiple opportunities to contribute to school governance and shape the school's future direction. Student leaders drive improvement in the areas of community, teaching and learning, environment and engagement and well-being.

We recognise the importance of our partnership with parents and carers to support our students in their well-being, engagement and achievement in learning.

We acknowledge the Traditional Custodians of the land we live, work and travel upon, and we pay our respects to the Elders, both past and present, and we recognise, acknowledge and respect the history, culture, diversity and value of all Aboriginal and Torres Strait Island people.

Further information can be found on our website: www.boxhillhs.vic.edu.au

Selection Criteria

SC 1 Demonstrate knowledge and understanding of the teaching of instrumental music to students ranging from beginner to advanced, particularly concert string instruments.

SC 2 Demonstrated ability to improved learning of concert music styles and direct ensembles, including the choosing of appropriate repertoire and the capacity to engage with student interests.

SC 3 Possess the technical knowledge and expertise relevant to the position.

SC 4 Demonstrate high-level communication and interpersonal skills when relating to students, parents, teachers and the school community.

SC5 Demonstrated ability to build and retain instrumental music student enrolments and develop student participation in ensemble programs.

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.

Responsibilities

The responsibilities of this role include:

·         Provides instrumental music instruction to groups of students, including planning and teaching suitable repertoire.

·         Plan and teach music ensembles

·         Provide feedback to students

·         Contribute to the development of the instrumental music program within the school.

·         Participate in school activities, such as parent conferences, information evenings, and camps.

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. 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 marrung@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

Applications must include:

·         a specific response to all of the key selection criteria and position details. It is suggested that applicants limit their responses to no more than five pages

·         a CV with a summary of experience and qualifications

·         the names and contact details, including email of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.
N.B. Failure to provide the requested referee details may result in a disadvantage to the applicant.

All applicants should ensure that their personal profile on Recruitment Online is up to date and have a current Working with Children Check (employee) card.

Annual Leave

20 days Annual Leave plus 30 additional days Paid Leave  (for ES only)

A full-time teaching service employee (principal, teacher, education support and paraprofessional class), is entitled to 152 hours (20 days) annual leave in respect of each 12 months of service which accrues progressively during a year of service, according to the employee's ordinary hours of work. Part-time employees receive annual leave entitlements on a pro rata basis, calculated according to the time fraction worked.

Education support class employees are expected to use additional paid leave during school vacation periods

Conditions of Employment

  • 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
Ed Support Level 1-Range 3 - Cello Tutor

Job type:

Part time / From 28/01/2025 - 26/01/2026

Job classification:

Ed Support Level 1-Range 3

Contact:

Noelene Patterson-Dodge | 03 9877 1177

Ed Support Level 1-Range 3 - Cello Tutor