Selection Criteria

1. Demonstrated understanding of the implication of significant physical and multiple disabilities on student learning. This includes an awareness of teaching methods, communication systems and devices and technology which will maximise students' opportunity to be effective learners.

2. Demonstrated ability to plan and deliver music therapy programs to support student learning in a specialist setting.

3. Demonstrated high level communication skills and the ability to work as an effective member of large and complex teams.

4. Evidence of a commitment to and participation in professional development activities and programs that enhance effective teaching and learning.

Role

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.



Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Responsibilities

The role will include, but not be limited to:

- Support of each student's access to learning
- Adherence to the school's policies, procedures and initiatives
- In situ modelling, coaching and training for the classroom teams
- Plan and deliver professional development and training for the staff, parents and others as required by the school
- Participate in school professional development
- Attend meetings as required by the school
- Work with teachers and other therapists to plan and assess programs and individual student goals
- Participation in the mealtime and student personal care programs
- Liaise with professionals and other agencies as required
- Support funding applications
- Provide small group Music therapy classes
- Support the maintenance of Music equipment, including instruments and spaces
- Support music events and incursions
- Other duties as directed by member of the Leadership Team

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.





Child Protected Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Location Profile

Glenroy Specialist School is one of four schools in Victoria specialised for students with physical disabilities and significant medical needs. Current enrolment numbers are 168.6 EFT with students ranging in age from 5 to 18 years.

The school boasts a purpose-built facility designed to optimise student learning outcomes and maximise their health and wellbeing. Divided into three sub-schools: Junior, Middle and Senior, classes are structured to cater for learning levels. Teaching and supports are differentiated to accommodate students' individual communication and access. Specialist teaching spaces include the arts precinct, library and hydrotherapy pool.

Glenroy Specialist School has a large and complex staffing profile of over 200 staff. Roles across the school include the leadership team, teachers, classroom education support staff, personal care assistants, mealtime assistants, administration and grounds staff and allied health staff. The school operates a Team Around the Learner model where all stakeholders work in a collaborative manner with the student at the centre. All staff participate in personal care programs and are involved in manual handling.

Our vision to educate in an inclusive, respectful, compassionate and creative learning environment provides the opportunity for students and members of our community to feel empowered, happy, resilient and proud. The school values of Respect, Inclusion, Compassion and Creativity underpin work across the school. The school motto 'Working Together to Achieve' recognises the importance of strong partnerships, internally and with external agencies, that contribute to the success of students and the school community.

📌 Music Therapist (West Melbourne)
🏢 Government schools
📍 West Melbourne