Instrumental Music Instructor - Voice (Vocalist)

Curiosity - Courage - Community 

Success through learning together 

Mullauna is a co-educational, Year 7-12 state secondary college located in Mitcham. We are committed to providing a safe, supportive and inclusive learning environment for all students, staff and members of our community. Our school recognises the importance of the partnership between our school and parents & carers to support student learning and wellbeing. We share a commitment to, and a responsibility for, creating an engaging, inclusive and safe school environment for our students. Mullauna College is committed to child safety; all members of the Mullauna College community observe the Child Safe Standards and expectations for appropriate behaviour towards, and in the company of, children.

Our vision for our students is that they will model our college values of 'Curiosity, Courage & Community', and thus grow to be courageous and engaged young people who value and respect curiosity and learning. We value the pursuit of excellence and strive to provide authentic and contextual opportunities for all students to experience success and contribute positively to their community. 

The college's mission is to create reflective and independent learners for life through a learning community that provides a challenging and secure environment responsive to individual learning needs. We believe that effective learning occurs when outstanding and innovative teachers provide a variety of tasks that actively engage students who are encouraged to take responsibility for their own learning. The expectation is that students will be successful and enthusiastic learners capable of building positive relationships.

Mullauna College has a strong tradition of academic excellence, active student leadership and participation, as well as outstanding music, sporting and debating programs. The college programs offer breadth of pathways and Year 10 students can access VCE subjects, including VET. Mullauna also delivers an International Student Program.

Sitting at the centre of its work, the college believes in high expectations in all students and a commitment to hard work. Our aim is to prepare young people to become active, engaged and responsible citizens of the local and global community. A major focus is to prepare students to contend with a very dynamic world in which creativity, cooperative work, connectedness and adaptability are key features. The school aspires to provide a contemporary approach to learning and teaching in its purposeful educational environment.

The college operates in two sub-schools, Junior and Senior. In the Junior School, Mullauna has an engaging curriculum that includes core, elective and inter-disciplinary programs: Challenge at Year 7, an expansive combined Year 8 & 9 electives program, and SkillZ@Mullauna at Year 9. Excel is a selective program for high-performing students that operates from Years 7 to 10. The Senior School structure promotes the acceleration (advanced placement) of Year 10 students into VCE and VET Studies. Senior School students undertake an academic VCE with access offered in VET subjects through the Mullum cluster. Thus, all students have access to a successful future pathway. The college offers a long-established International Students Program with homestay placements, specialist English as an Additional Language (EAL) teachers and tutors both in class time and after school.

Mullauna College is entering an exciting new era with a recent $5.23 million building and Master Plan Grant which with construction currently of a two-storey eight-classroom learning centre. We excitedly await further details of the state labour government's 2022 election commitment of a further $17.6 million to the next stage of our masterplan!

This follows significant upgrade of learning spaces in 2017 which accommodates flexible curriculum opportunities for students and facilitates teachers¿ innovative and collaborative practice. The facilities upgrade is a mix of new and renovated spaces and includes:

• a new Junior Learning Centre and renovated science classrooms
• a new Arts and Design Centre
• a Makerspace for interdisciplinary, STEM learning
• a renovated library building which accommodates a library and a spacious Staff Centre which brings all teachers out of satellite staff rooms and into the one building
• a VCE Learning Centre and Common Room
• expansive new outdoor courts

THE MC VALUES - CURIOSITY, COURAGE, COMMUNITY 

• CURIOSITY 
  • Be creative: think, ask and explore
  • Look for new interests and different perspectives
• COURAGE 
  • Commit: persevere and strive to achieve your personal best
  • Create opportunities from uncertainty and complexity
• COMMUNITY 
  • Be courteous, kind and compassionate
  • Be accountable: contribute to a safe and sustainable environment

THE MC LOGO 

The spheres of our college logo represent (from left to right):

• Community - Mullauna's links with the community and their importance to the college.
• Primary Schools - Mullauna's strong links with primary schools.
• Mullauna College itself
• The world beyond Mullauna College - the aspirations, hopes and challenges of our students.
• The Student - the student graduates from Mullauna as a young adult, educated and prepared for life.

THE MC MOTTO - SUCCESS THROUGH LEARNING TOGETHER 

Our college motto, Success through learning together , provides the vision of our college community and reflects our belief that personal success is best achieved when students, teachers and parents / families work together in partnership, through interactions that are positive, respectful and purposeful.

We are reflective and open to change, optimistic in our endeavours, and focussed on the improvement of wellbeing, engagement and learning outcomes. Together, we are building the capacity of our community to engage meaningfully and contribute positively in an increasingly complex world.

THE MC VISION FOR LEARNING & TEACHING: 

We achieve personal success by collaborating and actively engaging in supportive, challenging and diverse learning opportunities. 

Our Vision for Learning & Teaching will be achieved through the implementation of the MC Instructional Model, which underpins our pedagogical practice, and sets clear expectations for learning and teaching practices for our staff, students and parents. It guides staff in implementing more consistent, responsive, high quality and innovative curriculum and programs.

SC1    Demonstrated capacity to provide individual, small group and ensemble instruction in voice.

SC2    Demonstrated capacity to work and collaborate with others in a team environment. 

SC3    Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4    Demonstrated technical knowledge and experience relevant to the position.

SC5    Demonstrated capacity to provide advice and support to leadership and other school staff in respect to the work area.

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

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.

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.

The responsibilities of the Instrumental voice instructor will include (but not be limited to):

• Provide weekly instruction in small group situations, primarily in voice tuition.
• Contribute to the development, implementation and evaluation of an effective program for students.
• An ability to take responsibility for the musical direction and conducting of one of the school's ensembles.
• Supervising students during rehearsals and whilst performing as agreed to with the Director of Music
• Provide support to ensemble directors by advising on appropriate assignment of instrumental parts to students within the ensemble program.
• Undertake other duties as determined by the School Principal and the Director of Music.
• Participate in activities such as staff meetings; school concerts; camps and excursions as required.

OTHER DUTIES

Other duties as required by the Principal.

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.

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.

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

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

To apply:

Applicants should access the college website and may contact the Director of Music, Peter Brodie 9874 3422 for further information concerning this position. The School Strategic Plan and the Annual Implementation Plan and the Annual Report are available on the college website.

Applications for this position must be lodged via Recruitment Online by the advertised closing date Wednesday, 20 March 2024;

late applications will not be considered.

Applicants are advised to include:

1. A cover sheet providing the name of the applicant, record number (where applicable), VIT or WWCC number, home and school email address, telephone number and a telephone number where the applicant can be contacted during business hours.
2. A specific response to each of the six selection criteria of no more than one page per criterion.
3. A separate curriculum vitae that is a summary of experience and qualifications.
4. The names of three referees including contact details, work and mobile phone numbers, email address, current position and relationship to the applicant, and a short explanation as to which selection criteria each referee can best comment on.

• 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.