Instrumental music instructor - voice

Our college values of Aspiration, Respect and Empathy define Castlemaine Secondary College's (CSC) positive learning culture. All students are encouraged to achieve their personal best while developing awareness of the community around them and engaging with others in ways that build positive, respectful relationships.

At Castlemaine Secondary College, we maintain high learning expectations for both staff and students. We actively promote emotional and physical wellbeing, fostering a resilient and inclusive community of learners who feel connected, supported and inspired to succeed.

From 2026, CSC will operate through a Year Level Model designed to strengthen connectedness, wellbeing, and academic achievement. Students will belong to one of four Sub-Schools, each with a dedicated Sub‐School Leader and Year Level Leaders who provide targeted support and leadership:

• Junior Sub‐School: Year 7
• Middle Sub‐School: Years 8‐9
• Senior Sub‐School: Year 12

The Literacy and Numeracy curriculum are integral across the Year Level Model.

The BSEM underpins our relational and wellbeing focus, requiring staff to demonstrate unconditional positive regard for all students at all times. BSEM strategies are embedded within our SWIM to ensure learning environments that are calm, predictable, and rigorous.

Through SWPBS, we explicitly teach and acknowledge our college-wide expectations, promoting a culture of respect, safety, and engagement in all areas of the school.

Enhancing literacy and numeracy remains a central focus at CSC. Strong foundational skills in these areas empower students to access the full curriculum and pursue diverse future pathways. Success in literacy and numeracy is a shared responsibility between the college, students, and families.

Castlemaine Secondary College continues to invest in creating learning environments that reflect our culture of Aspiration, Respect, and Empathy.

• Demonstrated capacity to plan and deliver high-quality vocal instruction through individual and small group tuition, supporting students with a diverse range of abilities, learning needs and musical aspirations.
• Demonstrated expertise in vocal performance and ensemble direction, with the ability to prepare and support students for concerts, examinations, auditions and other performance opportunities.
• Highly developed interpersonal and communication skills, with the capacity to build effective relationships with students, parents/carers and colleagues, and contribute positively to a collaborative music team.
• Demonstrated commitment to contributing to a comprehensive school music program, including participation in choirs, ensembles, whole-school events and community performances, 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 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.

• Deliver engaging individual and small group vocal lessons that cater to students' varying abilities and learning needs.
• Develop students' vocal technique, musicianship, confidence and performance skills.
• Prepare students for performances, assessments, auditions and other music opportunities.
• Support rehearsals and performances for choirs, bands, ensembles and other college music groups, where appropriate.
• 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 program.
• 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 fulfill 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 service. 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 (see Workplace 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 programs 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