Prospective Employees

Be valued
Be a part of something

A music school like no other.

We are the antithesis to "traditional" approaches to teaching and learning. For us, the teacher is a facilitator of learning - not someone who fancies themselves a great master from whom the student are privileged to learn. 

We are the antithesis to the "McDonald's" music school. We provide our students a highly individualised learning experience that puts their needs, goals and interests at the centre. We take individual responsibility for the musical education of every student. We are a community of practice; we share ideas, resources, experiences, and advice; and we debate and disagree, to continually improve ourselves, improve each other and improve student learning.

It is a great privilege and responsibility for us to be entrusted with our students' musical education and with the investment families make in us and in the children's education so our teaching practices are informed not only by our own experience and education, but mostly importantly, by education research and practice, because education is exactly what we do. We are teachers first and foremost - not pianists, not guitarists. The instrument is secondary. 

I enjoy working at the Academy because it gives me a sense of belonging to a community of dedicated and committed teachers. Our meetings at the beginning of each term allow me to share my ideas and get support in any teaching-related matters. I also feel like my work and expertise is appreciated and valued. I'm happy to be a part of an educational institution that strives for excellence and positive relationships between all its members. 

- Joanna W.

(cello teacher)

What you will do

  • Deliver 30-, 45-, and 60-minute instrumental or vocal lessons to children from 3.5 years of age to adults (from uni students to retirees and seniors).

  • Provide clear and consistent goals both weekly and long-term. 

  • Participate and contribute to meetings, training, research, projects, and bring new ideas to the table.

What we expect

  • Professionalism in everything you do: your work ethic, organisation, and communication. 

  • Excellence in teaching and learning: continually seek self-improvement, engage in reflective practice, and undergo training and mentorship with an open mind. 

  • Leadership: participate in and contribute to training, research, and projects and bring new ideas to the table.

What you get

  • Support. Advantage Music Academy seeks to make your job more comfortable, easier, and productive. The Academy provides genuine support in all aspects of your job, from the provision of resources to behaviour management, from pedagogy to comfortable furniture.

  • Paid fairly and consistently. Our employees are not contractors. We don't dodge paying your superannuation, we don't dodge paying your tax, and we don't dodge paying you for 'no-shows'. We pay the lawful way. No ABN required. You get paid for gaps in your schedule at the full rate, paid for meetings, training...anything you are asked to do for the Academy. 

  • Opportunities for growth. Here are some examples:

    • development of learning activities for integration of aural into instrumental lessons;

    • design and deliver our free musicianship classes

    • mentorship of interns

    • design and run competitions and related workshops

    • present education research and design training activities at pedagogy training sessions

    • paid professional development, such as courses, seminars and online courses

Joanna is a qualifying classroom teacher in addition to teaching cello. She wanted to enrol in a Kodaly certification course. The Academy paid for it: $800. Joanna is now using her developing knowledge and skills as a class teacher and practitioner of Kodaly by designing and delivering our free musicianship classes that are held every week. Not only has the Academy paid for some of Joanna's education, it has given her opportunities to experiment with and grow her newly acquired knowledge and skills.

Nate and Brock have backgrounds in composition. They are writing the criteria and framework for our composition competition. They are also designing a composition workshop in preparation for the competition. The Academy has given both Nate and Brock the opportunity not only to create and contribute, they have been given the opportunity to do something that is of special importance to them and share it with young students.

The Academy has such a well-established supportive environment for everyone - students, parents, and teachers. So much effort goes into providing the best music education, working here amongst other passionate teachers inspires my own development as a teacher.

- Isabel F.

(piano teacher)

What you don't have to do

  • market yourself

  • find your own students

  • manage bookings

  • pay for teaching resources

  • PAYG own tax

  • pay yourself superannuation

  • pay GST

  • write invoices

  • follow up payments

  • manage your expenses

  • pay for a lease

  • pay an accountant

  • pay for workers' compensation insurance

  • pay legal fees

  • pay outgoings

  • manage policies and contracts

  • travel to different locations

  • ...


To be considered for a teaching role, prospective employees must be either in their final year of a bachelor's degree in music or have completed at least 1 year of a tertiary music education and at least 12 months' teaching experience or have a minimum of 10 years' teaching experience . 

Application Process

Complete an application at the link below. You will need:

  • Working With Children Check number

  • CV

  • 2 professional referees

  • Create a video

Prospective employees are required to create a 3-5 minute video of talking to us as though you are in an interview. In the video, outline why you want to work for Advantage Music Academy, what additional value you bring, and describe your teaching experience.​ Applications without a video submission will not be accepted.

Potential employees will be invited to an interview. The interview will go for approximately 1 hour. Interviewees are given a series of questions around mindset, ethics, and pedagogy. Interviewees are typically given questions about motivation and personal development. Hypothetical situations are given to interviewees which require the interviewee to draw on their ethics. Interviewees are also asked a series of questions about their pedagogy and how they deal with issues. 

Interviewees are required to perform two contrasting pieces or songs or sections of pieces or songs for up to 5 minutes combined. 

Interviewees are required to present two contrasting pieces of music or songs for teaching and answer the following:

  1. Why are you introducing the piece or song to the student?

  2. How would you introduce the piece or song to the student?

  3. What anticipated difficulties do you see the student having?

  4. How would you prepare for and deal with those difficulties?

Interested in working with us?