Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Grampians - Ballarat
Reference: 1508801
Proven technical proficiency, knowledge and experience in delivering a high-quality Guitar/Bass Guitar educational program.
Proven ability to effectively teach students from Year 7 through to VCE and to prepare ensembles for performance opportunities.
Demonstrated capacity to collaborate with Performing Arts staff and contribute to the development of procedures and guidelines within the faculty.
Strong oral and written communication skills.
Demonstrated commitment and ability to contribute actively to a wide range of school programs, along with a dedication to ongoing professional learning and development.
This Instrumental Music ¿ Guitar position provides high-quality tuition to students across the Phoenix P-12 Community College Performing Arts program. The role is part of Phoenix¿s vibrant Performing Arts team, which includes classroom teachers, instrumental staff and education support instructors working together to deliver an inclusive and engaging arts curriculum.
The position reports directly to the Instrumental Music Coordinator and works collaboratively with the broader Performing Arts faculty to ensure the smooth delivery of the guitar/bass program across the College.
Supervision of students is required as an integral element of the role. As an Education Support Class position, duties support the educational services provided to students but must not include teaching responsibilities as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Student supervision may only occur when it is inherent to the role or involves working with individual students or small groups in controlled circumstances, where overall responsibility for students remains with a teacher.
The position is 7.6 hours per week (1 day per week), scheduled in accordance with Phoenix¿s timetable requirements and negotiated with the successful applicant.
Key Responsibilities
Role Classification ¿ Range 3
Range 3 positions include management responsibility and accountability for the delivery of professional support services. The role may influence outcomes beyond the immediate work area and requires the ability to build cooperative and productive relationships with staff, students, families and the broader Phoenix community to achieve program goals.
No additional attendance during school holidays is required for this position.
Provide weekly Guitar/Bass Guitar tuition to small groups (4¿6 students) and individual students from Years 7¿12.
Support students to achieve strong learning outcomes and to successfully participate in performance exams and assessment tasks.
Contribute to the development and operation of the College¿s music ensembles.
Assist colleagues in preparing for school and community-based performances and events.
Follow all Phoenix procedures, including accurate roll marking, Compass event entry, reporting and assessment requirements.
Contribute to the planning, delivery and evaluation of an effective instrumental program for students.
Oversee the maintenance, care and organisation of the College¿s Guitar/Bass Guitar instrument collection.
Assist ensemble directors by supporting the recruitment and retention of Guitar/Bass Guitar students.
Maintain professional conduct at all times, demonstrating strong communication and positive relationships with staff, students and families.
In instances of student absence, undertake suitable alternate duties to support the broader program.
Participate in Performing Arts and instrumental team meetings where applicable and practicable.
Communicate and interact effectively with staff, students and community members, consistently modelling Phoenix¿s values of Excellence, Cooperation, Integrity, Responsibility and Respect
Comply with all Occupational Health & Safety and risk management procedures and actively support a safe working environment for others.
Engage in ongoing professional learning and contribute to identifying training needs for yourself and, where appropriate, the team.
Participate in the annual Performance and Development Planning process.
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 [email protected]
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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
Phoenix P¿12 Community College is a vibrant and future-focused learning community located in Sebastopol, Ballarat. Serving a broad geographic region¿from the suburbs of Delacombe, Redan and Sebastopol to the rural townships of the Golden Plains¿we are proud to be a true community hub where students from Foundation to Year 12 are known, supported and inspired to thrive.
We celebrate the diversity of our families and embrace the richness this brings to our culture. Our College is committed to delivering exceptional academic, co-curricular and wellbeing opportunities that empower every young person to discover their strengths, pursue their passions and confidently shape their future¿whether that pathway leads to university, TAFE, employment or entrepreneurship.
At Phoenix, we believe every child can learn, grow and succeed. Our commitment to the Science of Learning ensures that teaching is grounded in evidence-based practice, high-impact strategies and a deep understanding of how students learn. Explicit instruction and strong foundations in literacy and numeracy sit at the heart of our approach, enriched by opportunities that foster curiosity, creativity and critical thinking. Our ICT-rich learning environment ensures students have access to contemporary digital tools that prepare them for an increasingly complex world.
Collaboration is a defining feature of our professional culture. Through Professional Learning Communities, collaborative planning, shared instructional approaches, and ongoing coaching and feedback, teachers work together with clarity and purpose. This collective expertise strengthens consistency, deepens pedagogical knowledge and enhances both individual and collective efficacy across the College.
Phoenix provides a comprehensive, structured induction program that ensures new staff feel welcomed, valued and equipped for success. Ongoing mentoring, professional learning, clear instructional expectations and access to leadership ensure that every staff member¿at every stage of their career¿can thrive within a supportive, collaborative environment.
Guided by FISO 2.0, Phoenix places an intentional focus on Learning and Wellbeing. Our Learning Village structure creates smaller, connected communities across our campuses, ensuring every student feels known, valued and supported:
Our core values¿Respect, Responsibility, Integrity, Cooperation and Excellence¿shape every relationship and every interaction. Strong, respectful partnerships between students, families and educators sit at the heart of our work.
As a SWPBS, Respectful Relationships and TRP school, wellbeing and inclusion are deeply embedded in all we do. Our multidisciplinary wellbeing team¿including Doctors in Schools, youth workers, social workers and allied health professionals¿ensures that every student is met at their point of need.
Phoenix P¿12 Community College stands as a place of opportunity, belonging and aspiration¿driven by evidence-based practice, strong collaboration, robust staff support and a shared belief in the potential of every learner. Together, we ignite curiosity, grow capability and empower young people to shape a bright and meaningful future.