Our Approach

The Why

Recent Australian research reveals that music training in Initial Teacher Education (ITE) in primary education continues to decline. This means that overall, graduating teachers are no longer equipped to deliver quality music education in primary school classrooms, where it has the greatest developmental impact.

71% of universities surveyed now say their students do not expect to teach music in the classroom, and it also states that children from disadvantaged schools are far less likely to receive music education delivered by trained music teachers, or have access to instruments, quality resources and experiences.

Whilst some Australian primary schools have specialist trained music teachers, many are reliant on classroom teachers to deliver this specialised curriculum area.

Most graduating generalist primary school teachers now lack the confidence and competency to teach music effectively – according to the Alberts report, the average time dedicated to music education training time in ITE over a 4-year degree has reduced 53% since the previous report in 2009, nationally just 8 hours in total.

This program was established to address this gap.

The Solution

Music in Me presents a simple solution to this problem: pairing expert mentors with teachers across the country, building confidence and competence.

Our research demonstrates how the Music in Me teacher mentoring program directly addresses the issues raised.

Focusing on the primary years of schooling, the program pairs two experienced professionals with differing areas of expertise (generalist classroom or new music specialist teacher and specialist music teacher) in a common enterprise of building the mentored teacher’s skills and confidence in delivering quality music education.

Music in Me adopts a collaborative self-development approach to mentoring, pairing an experienced music teacher with a teacher less experienced in the teaching of music.

Mentoring can be defined as a positive and supportive facilitation of learning and development where a knowledgeable, experienced and highly effective teacher works alongside a less experienced teacher or one who is new to that field. 

Mentoring has long been recognised as a powerful tool in the ongoing professional development of teachers, and as such, mentoring is highly valued by beginning teachers and experienced teachers alike. Mentors focus on developing teacher knowledge and skills in a particular area of their teaching practice.

Mentoring typically occurs frequently and over a fixed period of time, where the program can be developed to cater for the initial and emerging goals of the participating teacher/s.

How does it work?

An experienced music specialist teacher is matched with your school, then over several terms, they come to your school (usually for a half day each fortnight) to work side by side with the mentored teacher in their own primary classroom. Research reveals that the Music in Me approach greatly improves teacher confidence and competence, student engagement and musical capacity, and has enduring positive impacts for teachers.

Mentoring through the Music in Me program is a highly effective professional learning opportunity, currently supporting generalist classroom teachers across the primary years, and also novice or inexperienced music / arts specialist teachers.

The program is co-funded in partnership between the national and state partners. The AYO sets the strategy, funds the training of mentors, provides Lead Mentors to support implementation and present additional professional learning, develops resources and evaluates the Program, funded by the Commonwealth government and private support. Partner organisations, or individual schools, have the responsibility for managing local co-ordination and mentor selection, and funding mentor participation.

A typical mentoring program accrues a total of 4 days casual release for the provision of the mentor, which is paid for directly by the host school.