music teachertomusic teacher secondary school
A music teacher already meets 58% of what the music teacher secondary school role asks for. The move turns on 12 required skills not yet in the profile.
58%
52.4/ 100
1 Share of the music teacher secondary school role’s weighted skill requirement already met by the music teacher profile. Required skills count in full, supplementary skills at 0.35. Directional: the figure for the reverse move differs. 2 Combines what is missing with how specialised it is, so a gap of general skills scores easier than the same number of narrow ones.
Why this move works
A music teacher secondary school role treats 20 of its required skills as things a music teacher already does. These are the ones it depends on most.
- adapt teaching to student's capabilities
- apply teaching strategies
- assess students
- assist students in their learning
- curriculum objectives
- demonstrate a technical foundation in musical instruments
What stands in the way is 12 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.
Table 2 · What you already bring
Of the 31 skills that carry over, these are the ones fewest other occupations ask for. A music teacher secondary school role needs them, and most people applying for one will not have them already. This is the part of a music teacher background worth leading with.
- already held demonstrate a technical foundation in musical instruments handling and moving
- already held teach music principles communication, collaboration and creativity
- already held improvise music communication, collaboration and creativity
- already held orchestrate music communication, collaboration and creativity
- already held musical notation arts and humanities
- already held subject of music coaching education
All 31 carried skills, including the 20 the music teacher secondary school role treats as required.
Table 3 · What you would need to learn
The 28 missing skills fall into 9 areas of the ESCO skill hierarchy, numbered below in the order worth working in: the areas carrying the most required skills come first, and inside each one the required skills sit above the supplementary ones.
- required, not held use pedagogic strategies for creativity required
- required, not held apply intercultural teaching strategies required
- required, not held compile course material required
- required, not held liaise with educational staff required
- required, not held liaise with educational support staff required
- optional, not held identify cross-curricular links with other subject areas optional
- optional, not held read musical score optional
- optional, not held arrange parent teacher meeting optional
- optional, not held consult student's support system optional
- optional, not held prepare youths for adulthood optional
- required, not held assign homework required
- required, not held develop course outline required
- required, not held maintain students' discipline required
- required, not held monitor student's behaviour required
- optional, not held assist in the organisation of school events optional
- optional, not held oversee extra-curricular activities optional
- optional, not held recognise indicators of gifted student optional
- required, not held monitor developments in field of expertise required
- optional, not held identify learning disorders optional
- optional, not held keep records of attendance optional
- optional, not held monitor educational developments optional
- required, not held secondary school procedures required
- required, not held post-secondary school procedures required
- optional, not held escort students on a field trip optional
- optional, not held perform playground surveillance optional
3 further areas in the appendix
Table 4 · Where to start
The 3 entries a music teacher secondary school role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 assign homework skill · sector specific
- 02 post-secondary school procedures knowledge · sector specific
- 03 use pedagogic strategies for creativity skill · sector specific
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 31 skills that carry over
- already held adapt teaching to student's capabilities skill
- already held apply teaching strategies skill
- already held assess students skill
- already held assist students in their learning skill
- already held curriculum objectives knowledge
- already held demonstrate a technical foundation in musical instruments skill
- already held demonstrate when teaching skill
- already held give constructive feedback skill
- already held guarantee students' safety skill
- already held instructional strategies knowledge
- already held manage student relationships skill
- already held musical genres knowledge
- already held musical instruments knowledge
- already held musical notation knowledge
- already held musical theory knowledge
- already held perform classroom management skill
- already held play musical instruments skill
- already held prepare lesson content skill
- already held subject of music coaching knowledge
- already held teach music principles skill
- already held assist students with equipment skill
- already held facilitate teamwork between students skill
- already held history of musical instruments knowledge
- already held improvise music skill
- already held learning difficulties knowledge
- already held maintain musical instruments skill
- already held manage resources for educational purposes skill
- already held music literature knowledge
- already held orchestrate music skill
- already held provide lesson materials skill
- already held supervise music groups skill
The 3 learning areas not shown above
- optional, not held disability types optional
- optional, not held adolescent socialisation behaviour optional
- optional, not held work with virtual learning environments optional
16 supplementary skills, helpful but not required
- optional, not held identify cross-curricular links with other subject areas optional
- optional, not held read musical score optional
- optional, not held adolescent socialisation behaviour optional
- optional, not held arrange parent teacher meeting optional
- optional, not held assist in the organisation of school events optional
- optional, not held consult student's support system optional
- optional, not held disability types optional
- optional, not held escort students on a field trip optional
- optional, not held identify learning disorders optional
- optional, not held keep records of attendance optional
- optional, not held monitor educational developments optional
- optional, not held oversee extra-curricular activities optional
- optional, not held perform playground surveillance optional
- optional, not held prepare youths for adulthood optional
- optional, not held recognise indicators of gifted student optional
- optional, not held work with virtual learning environments optional
24 held skills the music teacher secondary school role does not ask for
- not needed by the target role assessment processes knowledge
- not needed by the target role balance participants' personal needs with group needs skill
- not needed by the target role breathing techniques knowledge
- not needed by the target role bring out performers’ artistic potential skill
- not needed by the target role consult students on learning content skill
- not needed by the target role coordinate artistic production skill
- not needed by the target role coordinate music components of the work skill
- not needed by the target role create a work environment where performers can develop their potential skill
- not needed by the target role define artistic approach skill
- not needed by the target role develop a coaching style skill
- not needed by the target role develop artistic educational activities skill
- not needed by the target role develop artistic project budgets skill
- not needed by the target role develop drama production process skill
- not needed by the target role develop learning curriculum skill
- not needed by the target role develop professional network skill
- not needed by the target role encourage students to acknowledge their achievements skill
- not needed by the target role keep personal administration skill
- not needed by the target role maintain safe working conditions in performing arts skill
- not needed by the target role movement techniques knowledge
- not needed by the target role organise musical events skill
- not needed by the target role perform exercises for artistic performance skill
- not needed by the target role teamwork principles knowledge
- not needed by the target role transpose music skill
- not needed by the target role vocal techniques knowledge
4 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- required, not held post-secondary school procedures required
- required, not held secondary school procedures required
- optional, not held adolescent socialisation behaviour optional
- optional, not held disability types optional
How this record was compiled
Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.