Location: Melbourne | Northern MetropolitanJob type: Part time / From 28/01/2025 - 27/01/2032Organisation: Schools (Government)Salary: Salary not specifiedOccupation: OtherReference: 1451893Selection CriteriaDemonstrated understanding of the implication of significant physical and multiple disabilities on student learning, including an awareness of teaching methods, communication systems, devices, and technology to maximize students' opportunities to be effective learners.Demonstrated ability to plan and deliver music therapy programs to support student learning in a specialist setting.Demonstrated high level communication skills and the ability to work as an effective member of large and complex teams.Evidence of a commitment to and participation in professional development activities and programs that enhance effective teaching and learning.RoleRange 4 is distinguished by broader management responsibility, particularly in finance, human resources, and other support functions. Range 4 is responsible for managing a range of functions under various conditions, subject to the size and complexity of school operations. Objectives will generally be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department, and other government agencies and service providers.Specialized professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.An education support class position supports the educational services 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 integral to 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.ResponsibilitiesThe role will include, but not be limited to:Support each student's access to learning.Adhere to the school's policies, procedures, and initiatives.Provide in situ modeling, coaching, and training for the classroom teams.Plan and deliver professional development and training for staff, parents, and others as required by the school.Attend meetings as required by the school.Work with teachers and other therapists to plan and assess programs and individual student goals.Participate in 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.Perform other duties as directed by a member of the Leadership Team.Who May ApplyIndividuals with the aptitude, experience, and/or qualifications to fulfill the specific requirements of the position.EEO AND OHS CommitmentApplicants 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.The Department of Education is committed to the principles of equal opportunity, diversity, and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability, and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognizes that providing family-friendly, supportive, safe, and harassment-free workplaces is essential to high performance and promotes flexible work, diversity, and safety across all schools and Department workplaces.Child Safe StandardsVictorian 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.Conditions of EmploymentThis vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.Location ProfileGlenroy Special School provides a stimulating, caring, and safe learning environment for students with physical disabilities/health impairments. We provide for students aged from 5 to 18 years and currently have an enrolment of 134. Many students have multiple disabilities with visual impairment, hearing impairment, and epilepsy in addition to their physical disability. We also have students with high-support health care needs. Three nurses manage general wellbeing and health support. Glenroy Special School staff work together to provide students with a comprehensive program within an integrated curriculum.The school operates in a Team Around the Learner model where all stakeholders working with the student collaborate to ensure the student succeeds at school. The school has a team of therapists (Speech, Occupational, Physiotherapist & Music Therapist) to support the students in accessing their learning.Our vision at Glenroy Specialist School is to educate in an inclusive, respectful, compassionate, and creative learning environment. This provides the opportunity for our community to feel empowered, happy, resilient, and proud. The school values are Respect, Inclusion, Compassion, and Creativity. The school motto of 'Working Together To Achieve' acknowledges the strong partnerships that underpin all that is achieved by the school and our students.
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