Instrumental Music - Clarinet & Bassoon Classroom Teacher

Department of Education Victoria; Melbourne; On-site; AUD 60,000 - 100,000; Part time

Job summary

Doncaster Secondary College, part of the Department of Education Victoria, seeks an enthusiastic Instrumental Music Teacher specializing in Clarinet and Bassoon. The role is 0.2 FTE with responsibilities in Woodwind pedagogy, ensemble directing, and VCE repertoire development.

You will mentor students, coordinate with fellow instrument teachers and contribute to the growth of the music program. The successful candidate will conduct, arrange, and deliver engaging lessons, cultivate student

Qualifications

• Knowledge of the Victorian curriculum and ability to teach literacy and numeracy as part of music education.
• Experience planning high impact teaching strategies and evaluating learning growth.
• Experience monitoring student progress and using data to inform teaching.
• Strong interpersonal and collaboration skills with students, parents and staff.

Responsibilities

• Direct teaching of woodwind students from beginner to advanced levels.
• Lead and develop woodwind programs including clarinet, bass clarinet and bassoon.
• Conduct and arrange music for school ensembles and performances.
• Support student learning through feedback and pathways to elective music subjects.
• Collaborate with music staff to promote the program and student engagement.

Skills

Woodwind pedagogy

Conducting

Woodwind arranging

Student rapport

VCE study design

Education

VIT registration

Job description

Instrumental Music - Clarinet & Bassoon Classroom Teacher

Department of Education Victoria – Doncaster VIC

2d ago , from Department of Education & Training Victoria

Information about Doncaster Secondary College, its ethos, programs and the Strategic Plan 2026-2029, Vision, Values and Mission Statement can be obtained at our websitewww.doncastersc.vic.edu.au

Selection Criteria

SC1Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6 One of the core responsibilities of schools is to keep children safe. Ministerial Order 870 and the Victorian Registration and Qualifications Authority, (VRQA) outline the responsibilities of schools for child safety.

What is your understanding of the standards and how can you support the implementation in your role?

Role

The classroom teacher classification comprises two salary ranges- range 1 and range 2.The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes.The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice.New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Responsibilities

The role of classroom teacher may include but is not limited to:

• Direct teaching of groups of students and individual students;
• Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
• Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
• Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
• Undertaking other non‑teaching supervisory duties.

Who May Apply

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

Diversity and Inclusion

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 (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*******@education.vic.gov.au

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‑based basis and will be subject to the operational requirements of the school.

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

Please provide the following:

A cover sheet providing your name, home address and telephone contact details;

Please provide evidence of your eligibility to work in Australia. (i.e. copy of passport)

A specific one-page response to each of the selection criteria with regard to the position advertised;

A summary of experience and qualifications;

Names, contact details, nature of relationship to you, mobile number and email addresses of three (3) referees who can provide information regarding your application in relation to the key selection criteria. Please note that referees other than those nominated may also be contacted.

Doncaster Secondary College is seeking an enthusiastic, experienced and dedicated Instrumental Music Teacher, specialising in Clarinet and Bassoon, to deliver individual, group and large ensemble lessons. This position is 0.2 FTE.

The successful candidate will bring exceptional expertise in delivering individual and group woodwind instruction, alongside high-level conducting and arranging experience for Concert Bands.

Participation in College concerts, workshops, and other music events (as directed by the Instrumental Music Coordinator) will be required. The Woodwind teacher will work collaboratively with a team of skilled instrumental teachers to grow woodwind enrolments, engage students through rich performance opportunities, and encourage pathway transition into elective music subjects, and contribute to the continued success of the Music program.

Key Responsibilities

• Woodwind Pedagogy:Teach woodwind students from beginner to advanced levels, with specific instruction on Clarinet, Bass Clarinet and Bassoon.
• VCE Study Design Expertise:Demonstrate an excellent understanding of the VCE Contemporary and Repertoire Music Study Design, assisting students in developing, arranging, and refining exam repertoire and creative re‑imagined works.
• Skill Development:Build students' musicality and practical skills through a wide range of repertoire.
• Ensemble Directing & Arranging:Lead, conduct, and arrange music for school ensembles in Concert Band settings, managing rehearsals, sectionals, and performances.
• Student Rapport:Maintain and foster strong, positive working relationships with students.
• Performance & Event Support:Support and prepare students for College performances, soirees, showcases, workshops, and official VCE practical exams.
• Communication & Program Growth:Maintain open, effective communication with parents, students, and staff to track progress, encourage subject pathways, and actively contribute to the growth and promotion of the Music program.

Preferred Qualities include:

• Woodwind Mastery & Performance:Exceptional woodwind performance and teaching skills, with specific expertise across Clarinet and Bassoon.
• Ensemble Conducting & Arranging:Demonstrated high-level capability in conducting and arranging music for Concert Bands, supported by a broad knowledge of ensemble instrumentation.
• VCE Experience:Demonstrated experience teaching VCE Music Performance (Contemporary and Repertoire), with thorough knowledge of the current Study Design, theory, arranging, and assessment criteria.
• Educational Passion & Professional Skills:Strong passion for music education and student development, paired with excellent administrative, organisational, and collaborative communication skills.

This is a fantastic opportunity to inspire and develop young musicians while contributing to a thriving Music program. If you are enthusiastic, creative, and dedicated, we would love to hear from you.

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures';
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.

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