Casual Piano/Keyboard Teacher – Bradford

WYPF; Bradford; On-site; GBP 17,000 - 28,000; Full time

Job summary

Bradford Music & Arts Service is extending its team of casual Piano/Keyboard teachers across the Bradford District, providing high-quality music opportunities to pupils in schools and at music centres.

Successful applicants will teach in groups and individually, direct choirs or ensembles, participate in concerts, and help deliver Whole Class Instrumental Learning with robust induction, in‑service training and clear progression paths, while upholding inclusive practice.

Responsibilities

• Teach pupils both in groups and individually.
• Tutor and direct choirs or ensembles in schools and at music centres.
• Participate in the provision of concerts and performances.
• Actively motivate pupils.
• Seek out and apply innovations in instrumental and/or vocal teaching.
• Work as part of a team of professional teachers.
• Monitor and assess pupils and provide constructive feedback and maintain records.
• Deliver whole class instrumental and continuation schemes.
• Work within the safeguarding framework as set out in Keeping Children Safe in Education.
• Undertake multi agency working and electronic information sharing to support integrated working.
• Work independently and as part of a team of specialist instrumental/vocal teachers.
• Provide advice and support to teachers, parents, carers and schools.
• Participate in team and service meetings.
• Share good practice and training.
• Determine when to enter pupils for examinations, Music Medals, ABRSM, or alternative examination board.

Job description

Bradford Music & Arts Service is extending its team of casual Piano/Keyboard teachers across the Bradford District, providing high-quality music opportunities to pupils in schools and at music centres.

Successful applicants will teach in groups and individually, direct choirs or ensembles, participate in concerts, and help deliver Whole Class Instrumental Learning with robust induction, in‑service training and clear progression paths, while upholding inclusive practice.