Instrumental music instructor - piano

Occupation: Education and training

Location: Loddon Mallee - Mount Alexander

Reference: 1530361

• Demonstrated capacity to plan and deliver high-quality instrumental music instruction in piano, including individual and small group tuition, to support students with a diverse range of abilities and learning needs.
• Demonstrated experience and proficiency as an accompanist, with the ability to support rehearsals, performances, examinations and ensemble programs within a secondary school setting.
• Highly developed interpersonal and communication skills, with the capacity to establish and maintain effective working relationships with students, parents/carers and colleagues, and contribute positively to a collaborative team environment.
• Demonstrated commitment to supporting and enhancing a comprehensive school music program, including participation in co‐curricular activities and community events, while maintaining professional practice consistent with Department of Education policies and child safety requirements.

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 programme 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.

• Deliver engaging individual and small group piano lessons that cater to students' varying abilities and learning needs.
• Develop students' keyboard technique, musicianship, confidence and performance skills.
• Prepare students for performances, assessments, auditions and other music opportunities.
• Provide accompaniment for instrumental and vocal students, ensembles and rehearsals, where appropriate.
• Support rehearsals and performances for choirs, bands, ensembles and other college music groups.
• Contribute to whole‐school and community events, including concerts, assemblies and presentation evenings.
• Work collaboratively with the Music Coordinator and instrumental music team to strengthen and promote the college's music programme.
• Maintain appropriate records of student attendance and progress, and communicate effectively with families and staff.
• Uphold Department and college expectations relating to child safety, duty of care and professional conduct.

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

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we serve. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via

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.

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 programmes provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http:///hrweb/Pages/default.aspx