ES 1-Range 3 - Instrumental Music Instructor - Strings

Job posted: 16/03/2023
Applications close: 29/03/2023 (Midnight)
5 days remaining

5 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Part time / From 24/04/2023

Organisation: Education and Training

Salary: Salary not specified

Occupation: Other

Reference: 1336818

Reference: 1336818

Occupation: Other

Salary Range: Salary not specified

Work location: Melbourne | Southern Metropolitan

Selection Criteria

KSC1. Demonstrated qualifications and experience / ability to instruct and support the learning of string instruments.

KSC2. Demonstrated high level oral and written communication skills incluing the capacity to develop constructive relationships with students, parents and other staff.

KSC3. Demonstrated technical knowledge and expertise relevant to the Instrumental Music Instructor position.

KSC4. Demonstrated commitment and capacity to actively contribute to a broad range of school activities and commitment to ongoing professional learning and growth.


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.


  • Direct instruction of groups of students and individual students
  • Contributing to the development, implemenation and evaluation of the Performing Arts Program
  • Support students to access performance opportunities including regional events
  • Assist with the relevant ensembles
  • Assist with College Performances
  • Provide feedback to the IM coordinator and Principal regarding instrumental repairs and maintenance
  • Participating in activities such as staff meetings, camps, excursions and incursions

Who May Apply

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

EEO AND OHS Commitment

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

The College requests that each applicant include the following:

  • A specific response to the selection criteria
  • A copy of transcript of qualifications (can be brought to interview if shortlisted).
  • Working With Children Check
  • A summary of experience
  • Three referees who are able to make relevant comments regarding the application in relation to the key selection criteria.

Please provide telephone numbers (mobile and work if applicable) and email addresses of your referees.

Referees other than those nominated may be contacted.

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

Location Profile

Glen Eira College is a dynamic, co-educational school offering a traditional, academic approach with firm discipline in a supportive environment and a rich and varied extra-curricular program.

Vision and Values

Our students are empowered with a desire to learn and grow as individuals, and to become connected local and global community members who respect the rights of all – Learn, Grow, Connect

Mission Statement

Our community believes passionately in state education and education as a human right. Our objectives in achieving our vision are;

  • providing a challenging academic curriculum
  • learning and connections beyond the classroom
  • celebrating our learning endeavours 
  • teaching and encouraging critical and reflective thinking
  • encouraging independent and creative thinking
  • fostering a sense of belonging
  • developing diverse and positive relationships
  • promoting a sustainable future
  • developing agile, self-confident and resilient learners

Values Statement

  • Growth and striving – we grow and aspire to learn by innovating and collaborating together 
  • Equity and integrity – we all have access to a broad range of opportunities that are inclusive of our diverse community.
  • Care and respect – we care for each other, we act respectfully and support each other in doing our best

The college runs a highly successful Select Entry Accelerated Learning program: SEAL. This program allows talented students to work a year in advance of their peers in the core subjects of English, Maths, Humanities and Science. Feedback from parents, students and staff has been consistently positive.

Our strong EAL and International Student Program also reflect our international focus.

The College has recently completely a 10.1 million dollar school refurbishment which included a new netball size gymnasium and sports complex, 5 new science rooms, 2 new food technology rooms, refurbished arts wing and new VCE and wellbeing centres.  We also have a 260 seat Performing Arts Centre. We have recently been granted additional funding to accommodate a further 250 students taking our capacity to 1125 students.

The college has 63.0 EFT teachers, 3 Principal class, and 21.4 Education Support staff. The college's leadership team, with the support of our college council and parents, will continue to strive for excellence throughout the school.

Language Learning at Glen Eira College

We have a strong focus on high quality language learning. Students can choose from French (3 streams), Japanese (2 streams) and Hebrew.


  • French 1st Language (We are accredited by the French Government to deliver the CNED program)
  • French Immersion - Students study 3 lessons a week of French Language and 3 lessons a week of Humanities and 2 of Drama in French language using Immersion methodology
  • Mainstream French


  • Japanese Immersion - Students study 3 lessons a week of Japanese Language and 4 lessons a week of Science in Japanese language using Immersion methodology
  • Mainstream Japanese

Student Success
We emphasize student success through provision of a comprehensive curriculum and a broad range of year 10 to 12 subjects. Challenging extra-curricular programs, together with opportunities for personal development and leadership training, cater for a variety of individual needs and enable students to develop social and intellectual strengths. University enhancement programs, acceleration and access to extension studies ensure specialist student talents are enriched and nurtured in an environment of encouragement, motivation and celebration.
A tradition of excellent VCE results ensures all our graduates progress to the university and TAFE courses of their choice.

School Improvement Focus

Glen Eira College has been on a strategic improvement journey and has achieved significant growth of student numbers and improved educational outcomes. We were recently recognised with The Age’s ‘Schools that Excel’ Award for our outstanding results. Glen Eira College has become the community’s school of choice.

We are determined to continue this improvement as our focus becomes delivery of challenging holistic educational programs that meet the needs of our students.  Glen Eira College is committed to ongoing school improvement and welcomes highly capable professionals keen to be part of our growth as the school of choice in Caulfield.

For further information about us, please refer to the College Website


ES 1-Range 3 - Instrumental Music Instructor - Strings

Job type:

Part time / From 24/04/2023

Job classification:

Not provided


Sheereen Kindler | 0400 158 016

ES 1-Range 3 - Instrumental Music Instructor - Strings