instrumental handbook 2011

8/6/2019 Instrumental Handbook 2011

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Type toenter text

Creating music,

inspiring musicians

The handbook for instrumental teachers

at Simon Balle School

September 2012


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We have an outstanding music department, and part of thereason for our success is our strive to continually improve and beheld accountable for our work

The purpose of this handbook is to ensure that we are all aware ofwhat is expected of us in our work at Simon Balle School. Thehandbook also outlines our ethos and our purpose.

There are clear procedures for students who miss lessons and formost aspects of our work and we expect that all staff will follow these.Every student is an individual and should be encouraged to progress,improve and take an active part in the musical life of the school. This isachieved through support and high quality teaching. In these difficultfinancial times, the quality of our teaching - the product we sell - isparamount.

Above all, the handbook is designed to enable staff to be happyworking at Simon Balle, feeling part of both the music team and theschool staff as a whole.

We are all part of the same team and must work together andsupport each other for the benefit of our department, our schooland most importantly, our musicians.

Helping our students reach their musical potential and

going the extra mile for them is so important in these

difficult times.

Mark Taylor, Director of Music


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Our team

Mr M. Taylor Director of MusicMr D. Fisher Music Teacher, Music TechnologyMiss N. Glover Music Teacher

Mr D. Austin Music TechnologyMrs S. Pearson Music AdministrationMr P. Endersby Music Centre TechnicianMr R. Smith Music Technician

Ms L. Byrt PianoMrs J. Eldred Violin, OrchestraMiss J. Harris SingingMr P. Hedley DrumsMs D. Kemp Lead Instrumental Music Teacher, VoiceMrs E. Kirkwood Cello, StringsMr K. Lee GuitarMr J. Lovell Keyboard/Piano/TheoryMrs C. Millinger Flute, pianoMr A. Nunn BrassMr J. Niesyto Acoustic GuitarMr N. Pennock Clarinet, post 16Miss C. Pyne Bass

Mrs E. Simpson VoiceMr P. Stevenson Drums / PercussionMrs C. Taylor Lead Instrumental Music Teacher, Woodwind


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Staff dress code

The following policy is set by the school and should apply to all staff

Staff should promote a positive and professional image Staff should wear clothing that is appropriate to their role

Clothing should not display any political or otherwise contentious slogans Shoulders should be covered Flip Flop shoes should be avoided for health and safety reasons Denim must not be worn The staff ID badge should always be worn

Staff should consider the manner of dress and appearance appropriate to theirprofessional role which will be different to that adopted in their personal life. Theyshould ensure they dress decently, safely and appropriately for the tasks they

undertake.

Therefore in music we expect that male members of staff should wear a shirt and tie(jeans are not acceptable), and ladies should dress smartly. We ask that as a generalrule, polo shirts are not worn unless there is an event which means the musicdepartment one is needed. The image of the music department is very important andmany of the music team have requested that we adopt a strict policy.

There is a copy of the school handbook in the upstairs kitchen. If you have anyquestions about school procedures, policies or require general advice on anissue, do please refer to this. At all times information is available.

Professionalism

We work very closely with our musicians, and it is essential that we behave in aprofessional manner at all times. A full school handbook is available in the musicoffice.For your own safety, you must remember:

You are the teacher, they are the student. There is a clear difference

Never give a student your personal mobile number Should you need to ring a student, always do this through the school phone Should you need to email a student, do so through your school email and

always copy in the music email address.

As a general rule, always ask someone in the school office to contact students.We all think that there are students for whom there is an exception. There are not.You must always keep a professional distance from the students at all times. The

slightest situation could ruin you and your career.

Should a student tell you something that needs to be passed on, the DSP for ChildProtection is Leon Brown. See Mark Taylor who will send for Leon. If in doubt, pass iton. You are passing on the responsibility.


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The music departmentEach member of visiting staff has a file in which they keep their register and allcorrespondence. These should be returned at the end of the day. If unable to teach,please telephone 01992 410408 (our direct line) before 8.15am. This is so a notecan be put on the timetable early in the day. If you need to change a day, pleasespeak to Mark and then inform Sue in writing.

Please dress as for a school (no jeans please!). Please try to arrive at least 10minutes early. This enables you to prepare, photocopy any music required, check formessages, turn on the computer and ensure you are there to greet the student.

Instrumental lessonsStudents receive 33 instrumental lessons per year. This may not be in three equal

termly amounts and totals are established by the end of the academic year. You willreceive lists of your students to check on a regular basis, to help with the massiveoperation of invoicing. Please check them carefully and query everything! It isessential that lessons are weekly, do not change days (apart from a one-off) and thatteachers do not have to double-up.

Tuition fees and timetablesInvoices for lessons are issued every term. Six lessons notice is given to change the

cost of lessons, a a term is required to cease lessons. Timetables are completed bythe instrumental teachers and are always on display on the Music notice board. Theyshould be labelled with the name and form of all students. A new timetable should beused at the beginning of each term. It is the responsibility of the student to check thelesson time every week and ensure that they attend on time. Where a student ishaving difficulty arriving on time, or at all, teachers are asked to initially besympathetic and help them, either by giving them a fixed lesson for a few weeks(where possible) or writing the time of their next lesson several times in their schoolhomework diary. Any changes of day or time out of the ordinary should be passed in

writing to the Music Office staff who will ring home with the information.

EnsemblesWe have many ensembles, most of which are listed later in this handbook. Allmusicians should be in an ensemble where appropriate. Ensemble leaders areasked, as part of their leadership, to monitor attendance. An ensemble will only be assuccessful as the leadership that it receives, and poor attendance should be followedup by telephone calls home. Leaders are also expected to ensure that the ensemble

is fun, challenging and appropriate. This will naturally lead to good attendance! Usethe Music Office staff to telephone people at home for rehearsals and information -for example, to remind them they have a rehearsal tomorrow! The support isprovided, so do use it in a measured way.


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Missed lessons

When the teacher is available and the student does not attend the lesson is forfeitedand no refund can be made. If a student is on a school trip, teachers are asked iflessons can, wherever possible, be made up. In the case of a school trip, the student

should have told the teacher before hand that the lesson would be missed. Whenthe teacher is not available the lesson can be made up at a future date.

All teachers will receive a full timetable for their students. Please check it withstudents. There will then be no need to ask Sue where someone is. It will have thecomplete week in case you change a day. If a student does not arrive for a lesson,the instrumental teacher is asked to send for the student. This is an important part ofthe support that we provide.

At the end of the day, the instrumental teacher should complete an absencerecord for Sue Pearson outlining who has missed a lesson. Sue will theninvestigate and send an email home.

With the above practice being adhered to, parents are made aware of non-attendance at an early stage, thus handing them the responsibility. At no stageshould non-attendance be left to continue without action.

Checklist for the end of each teaching day at Simon Balle

Register completed Absence record completed online Timetable put up for the next time you are in and completed online Windows in room are closed, PA and all equipment turned off Door is locked

Applications for lessonsA student applies for instrumental lessons by getting their parent/guardian tocomplete the application form. This is returned to Mark Taylor, who signs the form toconfirm that he has seen it, and is happy for lessons to commence. The form ispassed to the relevant teacher, and the student meets the teacher at the earliestopportunity. The teacher will then contact the student when lessons can commenceand complete their part of the application form before returning it.


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Termination of lessons

Where a student wishes to cease tuition, the instrumental teacher will, at first talk tothe student to find reasons etc. They may also refer the student to Mark Taylor.

Lessons can only be stopped at the end of a term, for which a full terms notice is

required, addressed to the Director of Music and taken to the music office. The lettermust also contain payment for all outstanding fees. This will then be sent to thebursars office, where it will be distributed to the relevant teacher. Accounts will thenbe amended accordingly.

ReportsInstrumental reports are written to be sent in January. All data should refer to theAutumn Term. It is expected that they will be completed on computer. Reports shouldbe positive, giving praise, setting points for action and giving clear, achievablemusical targets. They should be specific and should not generalise. Further guidanceis available from the office team, along with sample reports that we consider areexcellent.

Training and performance managementAll music staff are entitled to be performance managed at least once a year by theirline manager. A separate Performance Management chart is distributed with full

details. Instrumental leaders act as line managers for their team, Mark Taylor linemanages the whole department. This will allow for a formal assessment of anytraining needs. Obviously training is an on going requirement and all staff will havethe opportunity to attend external, internal and inset training.

In the Music Department we are developing performance management for all ourinstrumental staff. The more hours that a teacher does for the department, the morerelevant their training needs and targets for the department. The process will allowstaff to review their present work, based on evidence gathered. Future targets can

then be set. All staff employed by the school will be part of this process. MusicService staff are asked to participate as part of our support process and the annualagreement.

We have an annual programme of instrumental inset within the department, to alsoenable all staff to be part of the development of the department. It is essential that allstaff have training that they feel improves the quality of their teaching. This will besupported by informal team meetings during the year.


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Instrumental standards

As part of performance management and expctations, we have the following

standards, in line with OFSTED standards of teaching.

We must teach through music, not about music.

Every instrumental lesson must include:

Pace Challenge

Demonstration at least 2 pieces accompaniment (piano or backing track) performance skills

It should start on time enthuse/inspire the musician

The student should leave the lesson knowing what they must do for the next lesson (written down?) How they should do this What to listen to for the next lesson

Most importantly, if you cannot inspire the student, they willnot want to learn.


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Instrumental lesson observation comments

Name of teacher and student observed

Observer and date

Paceinthelesson,includingthenumberofactivitiescompleted.

Theamountofchallengeinthelesson

Useofdemonstrationinthelesson

Useofaccompanimentinthelesson

Describetherelationshipwiththestudent

Othercommentsrelatingtothelessonandaconcludingstatementabouttheoverallquality

Lesson observations will be annual and are part of the performance management

process. The form below details what the teacher will be judged by.


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RegistersInstrumental teachers are asked to complete the registers

The lesson number is written in the relevant box:

1 2 20 33

Where a student is absent, a circle is put around the number of the lesson missed

All relevant information should be on the register: Student name, form andinstrument; length of lesson, as well as details of any letters sent home. Lessonnumbering should go through to 33, not starting at 1 for a new term.

When a student starts mid-way through the year, start the numbering from 1. InformSue how many lessons will be taught for the remainder of that block of 11 lessons,so that an invoice can be issued.

Registers are completed for each term. Please use a new section or shaded areafor each claiming period.

Hours claimedClaim forms are checked against the registers to verify that the correct number ofhours have been claimed for. Please ensure that the hours taught boxes arecompleted every week on the register. The amount entered on the claim formshould be the amount entered in the hours taught box. Therefore, the registershould list all students, ensembles and workshops. Everything claimed on theform should be listed on the register and a copy of the register should besubmitted with the claim.

Refreshments

Tea / Coffee making facilities are available. They are provided free of charge. Inreturn, we ask that you keep the tea bar clean and help maintain our excellentfacilities.

There is a coffee shop near the canteen. Open from 7am until 2pm, it serves hotand cold drinks, sandwiches and some hot snacks. The canteen is open at break

and lunchtimes.

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The school day

School starts at 8.45am and ends at 3.25pm each day. Please remember thatthere is a lot of traffic in Hertford so leave plenty of time for your journey.

08.45-09.00 Morning registration - tutor time09.00-10.00 Lesson 1

10.00-11.00 Lesson 2

11.00-11.20 Break

11.20-12.20 Lesson 3

12.20-13.20 Lesson 4

13.20-14.15 Lunch

14.15-14.25 Afternoon registration tutor time

14.25-15.25 Lesson 5

At exam times the school day will follow a 3/2 split with break at 10am and lunchat 12.20.

!08.45-09.00 Morning registration - tutor time

09.00-10.00 Lesson 1

10.00-10.20 Break

11.20-12.20 Lesson 2

11.20-12.20 Lesson 3

12.20-13.15 Lunch

13.15-13.25 Afternoon registration

13.25-14.25 Lesson 4

14.25-15.25 Lesson 5


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Instrumental teaching

Instrumental staff are asked to ensure that lessons are both as enjoyable andeducational for the student as possible, leading by example. The teacher shouldalways encourage the student as much as possible, as happiness usually leads to a

faster progression. This encouragement and support should include

Arriving punctually to all lessons Greeting the student and, if necessary, accompanying the student to the

practice room Positive praise Contacting home, through the Music Office, on a regular basis. For

example, if a student forgets music, or has not completed a satisfactoryamount of practice, an email should be sent. We have email addressesfor most parents, and this is the most effective method of communication.It also passes the buck back to parents in the event of a problem. At notime should a situation such as lack of practice or music be allowedto continue.

At no time should a student be left waiting for an unnecessary length of time for alesson. Teachers should ensure that all mobile telephones are switched off, or put onsilent. Indeed, teachers are reminded not to receive telephone calls during a lesson,unless an emergency.

Practice

The instrumental teacher will set the amount of practice to be done per week, and itis expected that all students will have a Music Service practice book, which can alsobe used as a source of communication between teacher and parent. Parents shouldalso sign the practice book at least once a week to at least encourage them to takean interest in the tuition that their child is having. It is expected that instrumentalteachers will flag up students not practicing at an early stage.

Provision of music

When the teacher requires the student to purchase music, the details should be putinto the practice book, along with information on where the book can be purchasedincluding a telephone number. This will then enable the parent to order music bytelephone. Parents should be encouraged to confirm in the practice book that thebook has been ordered if not immediately purchased. This then ensures that new

music is on the way and hopefully avoids problems later on. Photocopying is not areplacement for music, and should only be used in an emergency.Photocopying should be left until the end of the lesson, so that the student is not leftwaiting in the practice room.


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Examinations

All staff are encouraged to enter students for external examinations when ready.This provides students with something to aim for and, if they pass a sense ofachievement. Letters for entry are in the music office and all entries should be in by

the date specified. Accompanists will then be allocated. Packs are available for loanto students for assistance with aural tests and it is the responsibility of the teacher toensure that all aspects of the exam are prepared well in advance.

Evidence of work

With the development of technology, instrumental staff can now use the computersin every practice room to make recordings of completed pieces of work. These canbe recorded on Audacity and will then be attached to the students page on NUMU.It is an invaluable tool to provide evidence of standards. Instructions for how tomake these recordings are in every practice room. It is expected that each studentwill have at least one recording made every half term or term.

GCSE and A level students

Teachers with GCSE music students are asked to record their performances as partof the process above. In previous years it has been the case that for GCSE

candidates the best performances are made whilst in Year 10. For all performances,teachers are asked to hand in a copy of the solo part straight away, so that it can bekept for assessment. Please do not wait to be asked for this music, as everyone hasoften forgotten what was done and it becomes an issue!

Teachers are asked to make themselves fully aware of the standard of what isrequired for GCSE and A Level performance. This means finding out what isrequired for our school, not just what they think. Again in the past the wrongassumption has been made and an inappropriate standard of piece supplied loosing

the candidate marks when an easier piece would have gained full marks. Standardsand requirements often change each year.

Talented students

It is important that all students are encouraged to achieve to the best of their abilityand potential. Teachers are encouraged to help provide opportunities for our mostable musicians to work at the highest level. This may, for example, be throughchamber music, organising master classes, theory classes etc. Teachers are also

asked to bear in mind talented students who may play an instrument to a high level,but do not have instrumental lessons in school. Please flag up talented musiciansthat you teach to Mark Taylor.


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Recording in audacity


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In conclusion

Life is very busy within the Music Department at Simon Balle School. With over 1 in

3 of the school having music lessons, the pressure to go that extra mile is very high.

Motivation, pace and interesting teaching is the key to success. Our musicianscontinue to absorb even more activities every week. We all work so hard to supporteach musician individually as much as possible. Through this, we work with thewhole school ethos of continually striving to improve our teaching.

All our team are encouraged to think out of the box. How successful your disciplineor instrument is will be largely down to the quality of the teaching. Come with newideas, plans for workshops. I work best with those who simply get things done.

Continual drive is essential for our busy musicians. In return for excellent facilities,equipment and support, we do ask that all in our team go that extra mile. When youdo, you have a healthy and stable timetable. This fact is clear.

In the coming year, we have been set an agenda to help raise standards across theschool by using our skills, successes and superb relationships with students. We arealso going to be working much more closely with many of our primary schools. All inour team are an essential part of this.

Thank you for all that you do for our musicians at Simon Balle. We have a wonderfulenvironment with even more fantastic teaching staff, all working together. Yes, wehave high standards, but those same standards are one of the main reasons for oursuccess. I continue to believe that is special.

Mark TaylorDirector of Music

instrumental handbook 2011

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