The systems by which instrumental teachers are engaged to work in schools need to provide safeguards against misunderstandings and unsatisfactory appointments. This guidance is offered to Headteachers and Governors of schools which recruit instrumental teachers directly instead of, or in addition to, the teachers provided by local instrumental services or reputable agencies. For the purposes of this guidance, instrumental teaching should be understood to include singing.
 

1. Advertising

Schools and instrumental teachers need to be clear about the type of teaching post being offered, so it is best to publish advertisements, rather than advertise by word of mouth and make appointments through personal contacts.

The advertisement should state the job title and function; skills and qualifications required; name, address, telephone number of employer; date of commencement; whether the post is full or part-time, temporary or permanent, rate of pay if the teacher is to be an employee; where to obtain and send application forms (with CVs), and the closing date for applications.

The job description should provide more details about the information in the advertisement, especially the nature of the work being offered, the duties and responsibilities, and how the post relates to the school’s music curriculum and musical activities.
 

2. Qualifications

There is a wide range of music qualifications available in the UK and it is important to distinguish between those that denote a recognised professional or vocational training and those that might be more on a par with amateur attainments.

Most professional performers and teachers, who have trained in classical Western musical traditions, have higher education qualifications. The extent to which their courses provided training for instrumental teaching varies considerably. Particular care should be taken to obtain details about courses of study for any music diplomas, certificates or degrees which have been obtained externally from institutions that do not also offer full-time courses.

Degrees and diplomas in electronic instruments and in non-classical styles of music are gradually becoming more available, but current performers and teachers in these areas are likely to be self-taught, or to have a classical training in another instrument.
Performers and teachers of non-Western instruments and music are more likely to have learnt through a traditional apprenticeship system. The best starting point for further advice or information about training and levels of competence would be the Regional Arts Board.

Higher Education
1. Music qualifications recognised as professional training:
- a degree in music from a university (including former polytechnics), college of higher education or music college;
- a diploma (performer’s or teacher’s) awarded after completing a three or four year full-time course at a music college;
- an external diploma at the same standard as a full-time diploma, awarded by a music college which also offers full-time courses;
- a degree in music education.

2. Education/ Professional Teacher Qualifications:
- a degree in education, with music as a main subject;
- a degree in music education;
- PGCEs in class music teaching and in instrumental teaching;
- QTS obtained through licensed or articled teacher training, or any other route by which the individual has been given a DFE Number (England and Wales), a Registration Number (Scotland) or a Reference Number (Northern Ireland).

3. Vocational Qualifications
- BTEC National Diploma;
- under-graduate and post-graduate diplomas and certificates in specialist areas of music education.

Secondary, Continuing and Further Education; Amateur Attainments
Those who engage instrumental teachers should be aware that courses for A and AS level music, GCSE music (and O level), BTEC diplomas, graded examinations and graded tests, do not provide a training in instrumental teaching.
 

3. What to look for in CVs

In addition to the usual personal details, applicants’ CVs should provide information about:
- experience as a performer (soloist, ensemble, orchestral, choral, etc.);
- experience as a music teacher (primary or secondary class teaching, FHE, instrumental teaching in schools or in private practice, group instrumental teaching and/or individual teaching, community music, etc);
- teaching experience in any other area of music, or in any other subject;
- other instrumental skills apart from their main instrument, and their training, qualifications and/or experience in these;
- current professional employment;
- other musical and non-musical activities and commitments, paid and voluntary;
- the names and addresses of at least two referees.
 

4. Practical Evidence of Performing Ability

It is advisable that an audition, or some other opportunity to demonstrate their performing and teaching skills, should form a part of candidates’ interviews. It should be made clear to candidates at the time arrangements are made for their interviews, exactly what will be expected of them.

If there is not a music specialist in the school with experience in the field of the appointment, those who are to interview candidates are strongly advised to employ an appropriate professional musician who can evaluate and advise on the performing ability of each candidate.
 

5. The Interview

Information for the Interviewer
Candidates should be asked to give further information about their qualifications, training and experience, particularly as they apply to instrumental teaching and to working in schools. For example, the interviewer might ask about their understanding of the National Curriculum for music and how instrumental teaching can feed into it; their experience in preparing pupils for examinations; their experience in recording, monitoring and reporting pupils’ progress; the age groups they have previously taught and their other professional work.

The interviewer should ask for evidence of music and teaching certificates. If there is any doubt about their authenticity, checks should be made with the awarding bodies and/or the relevant government education department in England and Wales, Scotland or Northern Ireland.

The interviewer might also wish to find out whether the candidate has any personal professional insurance cover, for example, public liability insurance.

If the teaching is to be carried out on a self-employed basis, candidates should be asked about the arrangements they propose to make with parents or with the school, regarding their terms and conditions for giving tuition, including the fee they propose to charge.

Information for the Candidate
The candidate will want to know more about the nature of the job and the pupils to be taught, for example, whether the instrumental tuition will be given to individuals, to groups or classes and if so, how large they will be; whether they will be expected to rehearse, accompany or coach pupils; whether they will be required to teach subjects or instruments outside their specialist area; whether they or the school will decide on entering pupils for examinations; to what degree they will be expected to co-ordinate their work with the curriculum for class music and to what extent they will be free to decide each pupil’s course of study; whether they will be expected to write reports, or take part in the assessment or auditioning of pupils; whether they will be expected to attend staff meetings, parents’ meetings, school functions, to take part in school/staff concerts, to attend in-service or professional development days; whether they will be expected to cover for absent staff, supervise breaks, lunch hours or pupils’ free periods, or to escort pupils anywhere inside or outside school premises.

In addition, the candidates should understand whether they will be engaged on an employed or self-employed basis; the amount of work being offered; the rate of remuneration - if the contract is to be one of service, and arrangements for receiving payment; lines of communication within the school; access to premises and use of equipment; accountability; arrangements over missed lessons; school holiday dates; the period of notice required by either party to terminate the employment or self-employment; the school’s grievance and disciplinary procedures; the school’s code of behaviour for pupils; any entitlement to sick pay, holiday pay and pensions; and the date on which the job would start.
 

6. References

It is important that references be followed up with a view to establishing the candidate’s effectiveness as a teacher, ability to relate to colleagues and parents, and suitability to work with young people.

Candidates should be advised at interview that if they are appointed the school will be obliged to check their police record. This will give candidates time to withdraw or turn down an offer if they do not wish such a check to be made.
 

7. Confirming the Appointment

When confirming the appointment of a candidate, it is important to put all the arrangements in writing, so that both parties are clear about their respective obligations and expectations. These arrangements may be set out in a letter of appointment or in a more formal written agreement. The candidate should be asked to confirm acceptance of the arrangements.

Both parties should be aware that once an offer has been made for an agreed consideration - usually the rate of remuneration - and that offer has been accepted, a contract exists, whether oral or written.

The newly appointed teacher will also appreciate being told when and where to report on the first day at school.

Links:
Information Sheets Index
Members' Information Sheets Index (login required)
Join the ISM
ISM Homepage

© ISM, 10 Stratford Place, London W1C 1AA, T. 020 7629 4413, F. 020 7408 1538, E. membership@ism.org, W. www.ism.org