№ files_lp_4_process_2_69681
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Character count: 4139
File size: 37 KB
Job Title:
Instrumental and Vocal Teacher
Accountable to:
Strategic Lead: Instrumental and Vocal Learning, Development & Partnership Managers and Team Leaders
Purpose:
Provide instrumental and vocal teaching services to schools, colleges, and out-of-school programs
Responsibilities:
Lesson organization, pupil progress monitoring, ensemble participation, event support, administrative duties, safeguarding compliance
Qualifications:
Music degree or educational qualification, knowledge of music teaching methods, experience in music education
Skills:
Musical performance, communication, teamwork, record-keeping, IT proficiency
Contract Type:
Variable hours
Working Weeks:
30 teaching weeks across the 39-week academic year
Salary:
£26.69 - £32.57 per hour
Pension:
Auto Enrolment scheme available
Target Audience:
Pupils, parents, and educational institutions
Endorsing Organization:
Brighton Dome & Brighton Festival
Document Type:
Job Description
Employment Location:
Schools, colleges, music centers, summer schools, and workshops
Price: 8 / 10 USD
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Note:
Course description for fall 2018
Year:
2018
Region / City:
El Paso
Subject:
Music
Document Type:
Course Syllabus
Institution:
The University of Texas at El Paso
Author:
Dr. Andrew Hunter
Target Audience:
Students enrolled in MUSA 3331
Effective Period:
Fall 2018
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2024
Region / City:
Perth metropolitan region
Topic:
Instrumental music education
Document type:
Event schedule
Organization:
Various schools in Perth metropolitan area
Target audience:
Parents of beginner instrumental music students for 2025
Period of validity:
November 2024
Approval date:
N/A
Modification date:
N/A
Year:
2016
Region / City:
Tri-borough
Topic:
Whole Class Instrumental Learning Programmes
Document Type:
Programme Information
Organization:
Tri-borough Music Hub
Author:
Sally Greaves
Target Audience:
Schools, Educators
Period of Validity:
Ongoing
Approval Date:
September 2016
Modification Date:
N/A
Year:
2023/2024
Region / City:
N/A
Theme:
Music Education
Document Type:
Information Letter
Organization:
Our Lady of Lourdes Music Service
Author:
Mrs A Ellis, Mr M Durnell
Target Audience:
Parents/Guardians of students
Period of Action:
Academic Year 2023/2024
Approval Date:
N/A
Modification Date:
N/A
Year:
2017
Region / City:
Colombo, Sri Lanka
Theme:
Medical Case Study, Thyroidectomy
Document Type:
Case Series
Institution:
Colombo North Teaching Hospital, University of Kelaniya
Author:
Samantha Shilpage, Nalinda L Munasinghe, Ranil F Fernando
Target Audience:
Medical professionals, Researchers
Period of Action:
2013 - 2017
Approval Date:
Not mentioned
Date of Changes:
Not mentioned
Note:
Year
Topic:
Employment Application
Document Type:
Form
Organization / Institution:
VOCAL
Target Audience:
Job Applicants
Year:
2021-2022
Region / City:
Las Vegas
Theme:
Graduate degree program
Document Type:
Plan of Study
Institution:
University of Nevada, Las Vegas
Author:
UNLV Graduate College
Target Audience:
Graduate students
Duration:
Entire degree program
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2025-2027
Region:
Tri-borough
Topic:
Vocal Education Strategy
Document Type:
Strategy Document
Organization:
Tri-borough Music Hub
Author:
Not specified
Target Audience:
Music tutors, teachers, and educators
Period of Application:
2025-2027
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2021-2022
Region / City:
Not specified
Theme:
Music, Education
Document Type:
Form
Organization / Institution:
MMEA (Massachusetts Music Educators Association)
Author:
Not specified
Target Audience:
Students, Parents, Teachers
Period of Validity:
August 3-7, 2021, February 18-19, 2022
Approval Date:
Not specified
Change Date:
Not specified
Language:
English
Form Purpose:
Collect student information for All-State auditions
Year:
2014
Region / Location:
Essex County, Massachusetts, United States (Danvers and Middleton)
Topic:
Neurological vocal tics, chronic hiccups, environmental health investigation
Document Type:
Public health investigation summary report
Issuing Organization:
Massachusetts Department of Public Health
Department:
Bureau of Environmental Health
Schools Investigated:
Essex Agricultural and Technical High School; North Shore Technical High School
Investigation Period:
Winter 2012–2013 and Spring 2013
Publication Date:
November 2014
Subjects:
Students reported with acquired vocal disorders including vocal tics and repetitive hiccups
Medical Review Participants:
Nine students with consented medical records
Medical Records Reviewed By:
Jonathan Burstein, Chief Medical Officer, Bureau of Environmental Health
Methods:
Physician outreach, medical record review, indoor air quality assessments, environmental inspections
Environmental Assessments:
Indoor air quality testing, visual inspections of school buildings, evaluation of tunnels and athletic fields
Additional Environmental Concerns Reviewed:
Abandoned tunnels at EATS, athletic fields at NSTHS and East Street Field, drinking water coolers at sporting events, potential exposure related to the 2011 Bostik facility explosion in Middleton
Key Institutions Involved:
Board of Registration in Medicine; Massachusetts Department of Public Health
Target Audience:
Public health authorities, school administrators, parents, and community members
Year:
2021
Region / City:
Lee University, USA
Theme:
Vocal Performance, Opera
Document Type:
Biography
Organization / Institution:
Lee University
Author:
Cecelia Fornuto
Target Audience:
Students, Aspiring Vocal Performers
Period of Action:
2017-2021
Approval Date:
May 2021
Date of Changes:
N/A
Year:
2026
Region / City:
San Antonio, Texas
Theme:
Retinoblastoma, Fundraising, Medical Conferences
Document Type:
Crowdfunding Page Template
Organization:
WE C Hope USA
Author:
Marissa Gonzalez, Abby White
Target Audience:
Parents, Survivors, Medical Professionals, Supporters
Period of Action:
September 2026
Approval Date:
Not specified
Date of Changes:
Not specified
Document type:
Guidance document
Subject area:
Clinical research compliance
Topic:
Corrective and Preventive Action (CAPA)
Applicable field:
Clinical trials
Responsible parties:
Sponsor, monitor, site personnel, principal investigator
Regulatory body referenced:
Institutional Review Board (IRB)
Key components:
Root cause analysis, corrective action, preventive action, follow-up evaluation
Authorship requirements:
Responsible individual or organization
Approval requirements:
Author signature, IRB review
Record retention:
Site regulatory file
Intended use:
Documentation of discrepancies and corrective measures in clinical research
) and join the S1NET. For guides with in depth examinations of performance measure definitions, go to:
https://www.milsuite.mil/book/docs/DOC-129783
Table of Contents (Hyperlinks to Sections):
Developing ‘Significant Duties and Responsibilities’ OER Narratives: Notes, Rules, and Instructions OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: Negative Comment Rules Referred OERs Narrative Comment Examples Block a. APFT and HT/WT Block b. Overall Performance Block c. Character (to include SHARP comments) Block d. Presence Block e. Intellect Block f. Leads Block g. Develops Block h. Achieves Senior Rater Potential Senior Rater Narrative Examples Senior Rater Narrative Comment Examples (for potential, promotion, school, etc.) Successive Assignments Other SR Comments (explanations of anything unusual about OER) Effective Words for Evaluations JUNIOR OFFICER PLATE (DA FORM 67-10-1) NOTE: 2LTs who have NOT completed BOLC, will not receive an OER until they complete BOLC (AC and ARNG; USAR officers can receive an OER before completing BOLC). The FROM date will be their commissioning date. All time until their BOLC graduation will be NONRATED on their first OER. OER PROFILING: OERs: Rater and Senior Rater Profiles are CONSTRAINED, meaning Officers are only allowed to grant 49% of each rank they rate with either an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). HOWEVER, if you have an immature profile, and have only just begun rating/senior rating Officers of a certain rank, you are allowed a ONE TIME option of giving one of the first two evaluations you make at a particular grade, an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). OER (OER SUPPORT FORM) PART III: Developing ‘Significant Duties and Responsibilities’ (blocks a., b., and c.): Refer to DA PAM 611-21 (https://www.milsuite.mil/book/groups/smartbookdapam611-21
) and DA PAM 600-3 (Commissioned Officer Professional Development and Career Management), to assist in the development of PART III, block d. As a minimum, the duty description will include pr:
- Number of personnel supervised, - Amount of resources under the rated officer’s control, - Scope of responsibilities. 3) Descriptions must be clear and concise with emphasis on specific functions required. 4) Note conditions unique to the assignment; e.g. RA officers assigned to FT support duties with RC units or USAR officers assigned to RA units OER NARRATIVES: Notes, Rules, and Instructions Rater and Senior Rater Narratives: - Requires candor and courage; frank and accurate assessment. - Quantify officer’s value relative to peers and do so in concert with rater/senior rater box check. - Are short; tell a simple story about the quality of officer being evaluated. - Are interesting and compelling. - Are looked at by selection board members when they are looking for in-depth information about a rated officer’s performance and potential. - Numbers; 1-10, write them out (e.g. one, two, ten). 11 or higher, write the number; e.g. 11, 15, 105. Exception, when a 1-10 is WITH an 11 or higher; e.g. “5 tool kits with 20 tools each.” - Fashion the narrative to the officer; double check use of “he/his” vs. “she/hers.” - Awards: Awards and/or special recognition received during the rating period may be cited in evaluation comments (for example, “received the Humanitarian Service Medal” or “named the Instructor of the Year”). - Raters and SR CAN use the officer’s name in the narrative; e.g. “1LT Joe was ….” Rater and Rater Narratives: - Focus on PERFORMANCE; explaining what the rated officer did and how well he/she did it. - Focus on specifics to quantify and qualify performance. - Raters should advocate the rated officer to the SR. - When there is no SR (due to lack of qualifications), rater’s narrative provides the input on both performance and potential. Senior Rater (SR) and SR Narrative (see SR Rater Narrative section for examples): - Focus on POTENTIAL, 3-5 years out (promotions, command, school, & assignments). - Can amplify box checks by using the narrative to clearly send the appropriate message to selection boards. - CANNOT mention Box Check. - Additional information for when SR is also Rater can be found in DA PAM 623-3, pg. 26, “DA Form 67–10–1, part VI: block c—Senior Rater Narrative.” OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: - School/Course Comments: Bullets about how a Soldier did in a school or course are ONLY allowed if that school did not produce an AER/DA Form 1059. - Narratives are not a laundry list of superlatives – more is not necessarily better. - Brief, unqualified superlatives or phrases, particularly if they may be considered trite. - Excessive use of technical acronyms, or phrases not commonly recognized. - Techniques aimed at making specific words, phrases, or sentences stand out from the rest of the narrative; e.g. excessive use of capital letters; unnecessary quotation marks; repeated use of exclamation points; wide spacing between selected words, phrases, or sentences to include double spacing within a paragraph or between paragraphs. - Inappropriate references to box checks; e.g “Would be TOP BLOCK if profile allowed” or “absolutely far exceeded the standard”. - Trying to quantify (e.g. “top 2% of my captains”) with a small population. - Stay in your lane/level; avoid comments like “Best 1LT in the Army” unless you’re the Army CoS. - Stating “the best ever”; having 10 in the population, 50 in the profile. - Using overused phrases and clichés that are counterproductive or overused; e.g. stellar, historic, “delivered a dazzling performance,” “hit the ground running,” consummate professional, and unlimited potential. - Using specific selection board-type language. Examples of this include, “definitely a 6+ Soldier”. - Don’t exaggerate; “If I could prove it, CPT X is an LTC disguised as a CPT.” - Be mindful of what IS NOT said; it can have the same impact as what is said; e.g. NOT having numbers, or quantifiable points. - Don’t say the sa
Note:
en
Topic:
Officer Evaluation, Narrative Guidelines
Document Type:
Guide
Target Audience:
Raters, Senior Raters
Year:
2024
Region / City:
Middlesex University
Topic:
Research Ethics, Online Survey Tools
Document Type:
Guide
Institution:
Middlesex University
Author:
Middlesex University
Target Audience:
Staff and Students
Period of Validity:
Ongoing
Approval Date:
August 2024
Date of Revisions:
August 2024
Year:
2025
Note:
Region / City
Theme:
Business Software / Presentation Software
Document Type:
Lesson Plan
Author:
Glenda Liddell-White
Target Audience:
Students
Period of Validity:
April 14 – 18, 2025
Contextual Description:
A lesson plan for teaching students how to create and manage professional presentations using Microsoft PowerPoint.
Year:
2024
Region / city:
United States
Topic:
Engineering Awards
Document Type:
Guide
Organization / Institution:
American Society of Civil Engineers (ASCE)
Author:
Jane Moran Alspach
Target Audience:
Members of the American Society of Civil Engineers, potential nominators
Period of validity:
Not specified
Approval Date:
Not specified
Date of changes:
Not specified
Year:
2022
Region / City:
-
Theme:
Production Resources/Tools Master Data Creation
Document Type:
Master Data Script
Organization / Institution:
SAP
Author:
-
Target Audience:
SAP system users, Production Engineers, Data Specialists, Maintenance Planners
Validity Period:
-
Approval Date:
-
Modification Date:
-
Year:
2020
Region / City:
Michigan
Topic:
Bleach Dilution for Disinfection
Document Type:
Standard Operating Procedure (SOP)
Institution:
Michigan State University, Center for Research on Ingredient Safety
Author:
Anderson, E., and J. Li
Target Audience:
Laboratory Personnel
Effective Date:
5-14-2020
Revision Date:
5-14-2020
Note:
Year
Topic:
Onboarding, Personal Development, Workplace Integration
Document Type:
Guide
Target Audience:
New employees, managers, HR professionals