ES - Instrumental Music Instructor - Strings

Job posted: 09/03/2023
Applications close: 22/03/2023 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Part time / From 24/04/2023 - 18/01/2024

Organisation: Education and Training

Salary: Salary not specified

Occupation: Education and Training

Reference: 1335848

Reference: 1335848

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

Selection Criteria

SC1    Demonstrated high level experience and skills in coordinating a specific education support function in the area of instrumental music.

SC2    Demonstrated high level capacity to support the music faculty staff and to develop procedures and guidelines relating to the work area.

SC3    Demonstrated 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 in respect to the work area.

SC6    Demonstrated commitment to professional learning and growth for both self and others.


Attendance requirement for this position is one day per week, to be confirmed with the successful applicant.

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.


  • Manage the design and production of school publications and documents.
  • Provide professional student support services in the form of instrumental music lessons, both individual and small ensemble
  • Provide strategic advice on specific support services and their impact on students, school curriculum and services.
  • Manage the use of and access to school resource and reference material.
  • Involvement and participation in special events and community, soirees, concerts, competitions, and music camps, as examples
  • Mentor instrumental students in their practical studies and examinations
  • Participate in team meetings as applicable and practicable

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 and Training 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.

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

  • 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

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

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile


Officer Secondary College was founded in 2015 and has grown rapidly.  Currently our population is 1020 students. The college is located in Melbourne’s South-East with convenient access via the M1 motorway and Pakenham train lines.


Officer Secondary College is a 21st century learning community with strong, vibrant partnerships between students, teachers, families and the broader community. Its educational philosophy is centred on learning and relationships. This is underpinned by the values: Respect, Inclusion, Leadership, Excellence and Citizenship. The College motto is ‘Learning together, learning to lead, together we inspire.’ We believe that every student should have an opportunity to choose a life that has meaning, and that every child can achieve success.

At Officer Secondary College, we believe that teaching is a team endeavour. We promote a highly collaborative environment. This is visible through our team teaching, our PLC structures and a shared ownership of student learning data.

New Teacher Support

As a growing educational facility committed to excellence, Officer Secondary College has highly effective systems to support teachers that are new to the college. The bulk of all meeting time has a professional development focus and there are a number of highly subscribed optional professional development sessions to further augment teacher skills. All teachers new to the college are assigned a mentor, who supports them with induction and classroom coaching to hone their skills.

Additional information about our professional development and support for new teachers can be found in the employment section of the school website:


Teaching and Learning Excellence

Officer Secondary College is a Professional Learning Community (PLC) college and is one of only three Secondary schools across the state to be selected as PLC Link Schools. Significant meeting time is devoted to teachers working in subject teams to analyse formative assessment data, identify appropriate interventions and share effective strategies. We know that this is the most effective model to maximise both teacher and student learning.

Officer Secondary College is a team-teaching school. In the majority of our Year 7-9 classes, 50 students are co-taught by two teachers. This provides huge flexibility to support specific sub-groups of students with particular learning needs. It is also an outstanding opportunity to learn new teaching skills and be part of an effective team in improving student learning.

Officer Secondary College has a broad intervention program. In Years 7 and 8, students receive point-of-need support with their Literacy and Numeracy, in addition to regular English and Mathematics classes. In later years, in addition to Literacy and Numeracy support, students can access specific intervention modules that will support them with their VCE learning.

Learning Communities

Officer Secondary College has a “school within a school” model to ensure that every student has a core team of teachers and coordinators they can connect with, and build ongoing relationships with, over the course of their schooling. Our 6 Learning Communities were named by our first cohort of students in 2015, reflecting our focus on student voice and inclusion. These Learning Communities foster an encouraging and friendly atmosphere in which students can learn effectively, and on preventing problems before they occur. The Learning Communities extend beyond just the students, with every member of staff belonging to a Learning Community, working with Leadership, Teachers and Students to ensure that every student feels safe, known and is making learning growth.

Each Learning Community is led by a Learning Community Leader; whose primary responsibility is to support the students in their Learning Community during their time at Officer Secondary College. This support includes closely monitoring the academic and personal growth of each student in their Learning Community. Students remain in the same Learning Community throughout their time at Officer Secondary College, which allows Learning Community Leaders and Learning Community Staff to develop a close relationship with each student and understand each student individual needs. Learning Community Leaders liaise with student’s families as the need arise.

Officer Secondary College provides a supportive environment in which students are prepared to take on challenges, be that in the classroom, in sport or by taking a role in student leadership. Our supportive environment means that students can develop the leadership qualities needed to succeed in school and beyond.

Student Leadership

At Officer Secondary College there are many opportunities for active student participation in leadership. These positions include:

  • Student Leadership Executive Committee – School Captains, School Vice Captains and SRC President
  • Student Representative Council
  • Learning Community Captains
  • Learning Community Sports Captains
  • PBS Leaders
  • E Leaders
  • Environmental Captains
  • Arts Captains

These positions are awarded based upon rigorous process that includes a written application and an interview. There are a variety of responsibilities and activities that the student leadership team are involved with during the year, with a particular emphasis upon building their capacity as leaders. Student leaders complete duties during Learning Community Time as required and encourage the student body to participate in house sports and other school based activities.

These opportunities allow students to enhance their leadership skills, to experience success and meet challenges which build self-confidence and resilience. Through this process we allow our students to achieve the College motto of ‘Learning together, learning to lead, together we inspire’ and to build on the six college values.

Positive Behaviour Support

Officer Secondary College began the implementation of the School-wide Positive Behaviour Support framework since opening in 2015. Over this time SW-PBS has evolved to becoming a core part of the work of Leadership, Staff and Students at Officer Secondary College. We use SW-PBS to improve the social, emotional, behavioural and academic outcomes for children and young people. By implementing SWPBS, teachers and students at Officer Secondary College have more time to focus on relationships and classroom instruction. Students and staff benefit from:

  • increased respectful and positive behaviour
  • increased time focused on instruction
  • improved social-emotional wellbeing
  • positive and respectful relationships among students and staff
  • increased adoption of evidence-based instructional practices
  • a predictable learning environment with improved perceptions of safety and increased attendance

Officer Secondary College has implemented the SW-PBS eight essential features. At Officer Secondary College these are:

  1. Establish a common philosophy and purpose: Staff and students use a common language to discuss behaviour. At Officer Secondary College this takes the form of the 5Bs (Expected Behaviours) and 5Rs (Ladder of Intervention).
  2. Establish Leadership and school-wide support: A vibrant team at the college, consisting of Leadership, Learning Community Leaders, Classroom Teachers, Wellbeing, Integration Aides, Support Staff and Student PBS Captains, leads implementation by creating, reviewing and monitoring an action plan.  The work is done in collaboration by the whole staff with input from students and the community.
  3. Clearly define a set of expected behaviours: Officer Secondary College has identified 5 behavioural expectations that apply at all times. These are our 5Bs. These clear, positively stated examples are identified and displayed in different school settings.
  4. Establish procedures for teaching and practising expected behaviours: At Officer Secondary College, every week begins with Learning-to-Learn, 25 minutes dedicated to ensuring behavioural expectations are taught to all students by all staff.
  5. Implement a continuum of procedures to encourage expected behaviours: Officer Secondary College uses the 5Bs to acknowledge expected behaviour and promote commitment from all members of the college community.
  6. Develop a continuum of procedures to discourage inappropriate behaviour: Officer Secondary College has clearly defined problem behaviours and identify specific strategies and responses to minor and major behavioural infractions.
  7. Use procedures for record-keeping, decision making and ongoing monitoring: Officer Secondary College reviews data on repeated behaviour issues, the settings in which they occur, and the consequences most likely to be applied for inappropriate behaviours. We correlate these with other sources of data such as academic progress, and analyse this data to make necessary adjustments to school operations in an effort to reduce inappropriate behaviour.
  8. Support staff to use effective classroom practices: Officer Secondary College has established systems to support staff to adopt evidence-based instructional practices associated with reductions in inappropriate behaviour.

Please ensure that your application includes:

  • a resume including relevant experience as well as personal details (name, address, email address and contact numbers, business and home)
  • a section addressing the selection criteria and the requirements for application under the Who May Apply section
  • names and contact numbers (telephone and email if possible) of at least two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.




ES - Instrumental Music Instructor - Strings

Job type:

Part time / From 24/04/2023 - 18/01/2024

Job classification:

Not provided


Hamish Moffett | 03 5942 4000

ES - Instrumental Music Instructor - Strings