Working directly with our education partners to tailor delivery, we strive to:
- improve confidence and competence in the teaching of music
- improve student engagement, music outcomes and wellbeing through music learning
- promote the value, place and purpose of music education in primary school education and the potency of teacher mentoring to improve the quality of music education in Australian primary schools.
Since established in 2015, tens of thousands of students nationally have received a foundational music education through the upskilling of over 700 classroom teachers. In 2023, the program operates in Western Australia, South Australia, Victoria and New South Wales.
363 Schools have participated
708 Teachers have been mentored
21,857 Students have been directly impacted by their teacher’s participation in the program
Participating teachers say…
My mentor had vast knowledge of the curriculum and how to deliver it.
Setting realistic expectations. Valuing the time to consolidate skills and concepts for the students.
Susie’s instruction, feedback and additional information on HOW to teach music helped to build my understanding in successful music programming and improving my teaching for maximum outcomes for students.
My mentor taught me how to get rich engagement and understanding through simple songs and teachings.
Having an experienced mentor teacher guide me along the way of teaching singing, moving and playing musical instrument experiences. Accessing a wealth of resources from a range of reputable sources.
Children are now singing, dancing and rhyming throughout the day spontaneously.
Teacher surveys show teacher confidence to teach music after the mentoring grew from an average starting point of 3.5% to 76.5%
The improvement in student engagement after the mentoring program rose from an average of 13.5% to 97%
The program consistently met teachers’ expectations and was highly likely to be recommended to their colleagues (average 95.5%)
School leaders say…
The program is addressing local needs, generating a cascading effect of music implementation across schools, and building a community of music practice.
The mentoring gave teachers far more confidence to plan for and deliver music education. They are no longer daunted by the thought of tackling unknown content.
The teachers were really engaged and enjoyed sharing with all staff.
We were delighted with the increased interest and skill level of the students in the music program. They are highly engaged and eager to play a variety of instruments and create their own musical pieces.
90% principal satisfaction with the program’s outcomes and professional learnings
96% of principals responded likely to recommend the program to other principals
It is exciting to be able to create a lasting teaching legacy that reaches beyond your own students. I learned skills from my mentee and it was great to analyze and hone my own ideas to pass on to another.
You become SO AWARE of your own practice. The reflection on your own practice makes it such a powerful learning tool about yourself.
You build a wonderful network with fellow mentors who are there to share the successes and challenges you encounter.
Increased professional satisfaction as a result of contributing to the growth and improvement of music education beyond my own classroom.
The opportunity to develop leadership capacity in myself, opportunity to join a supportive professional group, focus on your practice and analyse it further through the process of mentoring.
Mentors find their participation a valuable profession learning experience, and 81% report they are likely to continue.
On average, 93% of mentors encourage their colleagues to become mentors.