Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Western suburbs
Reference: 1497438
Melton Specialist School has seen a significant increase in enrolment demand, which has seen many changes to our staffing profile over the last 2 years.
The current enrolment is 410 students. We have a real focus on staff wellbeing and ensuring our staff have the time away from class to focus on their administrative duties. We have flexible working arrangements and provide onsite training for all staff for TEACCH and Behaviour Support.
In 2021 we introduced the Wellbeing Dog Program into the school. Bunji, our school dog, works with staff and students and his primary objective is to have fun at school! Bunji does everything from Bus Duty in the morning to School Tours to walking excursions. His introduction to our School Community has had an extremely positive impact.
Melton Specialist School provides educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment. It is a dual mode setting, catering for students with mild through to severe intellectual disabilities and other associated disabilities like Autism. Students are transported to our school via bus or family transport. The school is closely located to other schools as well as a variety of community retail spaces, leisure and recreational facilities. Our school environment is comprised of traditional classrooms, specialist and vocational training classrooms, therapy spaces and indoor sensory areas. Our grounds feature natural gardens, purpose built outdoor sensory areas, playground equipment, sports facilities and covered walkways. Teachers and Educational Support staff make extensive use of a wide variety of resources to ensure all students have an educational journey that is positive and successful. Our school¿s philosophy and programs are based upon the belief that children learn best in a structured environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. Across the school we implement Structured TEACCHing and provide onsite training for staff to implement this approach to teaching and learning. We provide programs in Arts, Literacy, Physical Education, Numeracy, Information Technology, Science and Life Skills. Senior students also have the option of accessing a VCAL or ASDAN program which aim to develop work related skills, travel education and personal development skills. Student Support Group meetings involving staff, parents, carers and our Allied Health team are held four times a year to formulate individual learning goals based on each student¿s ability, strengths and needs and celebrate achievements towards these goals
Stage two of a four-stage rebuilding project has recently been completed and we have some amazing new teaching spaces including our very own Mini Woolies. Stage one was completed in 2019. Through our Improvement plans, the school aims to develop a change in the culture of the school where roles are clarified, structures and processes are developed and embedded, and an expectation on consistent practice and developing expertise is expected in all staff.
Our vision
Staff at Melton Specialist School believe in creating a nurturing environment where students are empowered to achieve their full potential, be that in the academic curriculum, in their social interactions or in the area of independent living skills. Increasing student independence and creating an engaging learning environment is foremost when staff plan and implement individual programs.
Our values
Melton Specialist School values the safety, health and wellbeing of its students, staff and community. The cornerstone of education for the students who attend our school relies on the partnerships that are formed between families, the school and agencies outside of the school. At this school, we respect student diversity and we acknowledge that all students can learn in their respective manner. Staff have a responsibility to ensure that student learning is engaging and relevant to the individual. Students in the school demonstrate their responsibility by trying their best in their academic, social and personal interactions.
We are a School Wide Positive Behaviour Support School.
School-wide Positive Behaviour Support (SWPBS) is an evidence-based framework for preventing and responding to student behaviour. It aims to create a positive school climate, a culture of student competence and an open, responsive management system for all school community members. It includes analysis of data in professional learning teams, implementation of evidence based practices and organisational systems for establishing safe, purposeful and inclusive school and classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students.
Our school purpose is supported by the following school values that are central to the life of the school.
Be Responsible - Be Respectful - Be Safe
KSC 1. Experience and knowledge in the field of music therapy for students aged 5 to 18 with an intellectual disability within a Specialist School.
KSC 2. A commitment to assisting each student to achieve their highest potential.
KSC 3. Demonstrated ability to provide excellent group music therapy programs, with strong music skills and an ability to use a variety of instruments and voice effectively.
KSC 4. Demonstrated ability and interest to implement a music therapy education program with individuals and groups of intellectually disabled students, which will support the teaching and learning of the student¿s educational program.
KSC 5. Demonstrated ability to liaise and work with other specialist staff both internal and external to the school community.
KSC 6. A high level of competency, flexibility and demonstrated ability to assess student needs and provide therapeutic interventions from a wide variety of music therapy methods and techniques
Work cooperatively with interdisciplinary teams to develop and implement students individual program plans and meet the school¿s requirements for assessment and reporting.
Demonstrate an innovative approach to planning and implementing music therapy programs within the collaborative model.
Design, implement and evaluate individual and group music therapy sessions.
Act as a resource and liaise with teacher, therapists and parents to write specific music and provide recordings for programs or the specific needs of students.
Provide consultancy for staff, students and parents as required.
Attend meetings including staff meetings, team meetings, and planning for individual programs as required.
Participate in personal and departmental appraisal.
Establish and maintain networks with other professionals.
Maintain personal professional development and provide professional development to school staff.
Support and promote a positive, motivating and engaging environment throughout the school.
Hold a recognised tertiary qualification
Hold registration with the Australian Music Therapy Association
Be accountable for the provision of music therapy services to students in accordance with the policies and objectives of the school
Manage a varied diagnostic caseload
Liaise with and provide information to staff, students and parents
Ensure that aims and learning outcomes for students are clear and well documented so that desired outcomes can be easily measured
Demonstrate the ability to suggest ideas/plans/potential solutions to achieve clearly established outcomes
Work within interdisciplinary teams to develop and implement individual program plans and support students to achieve identified learning outcomes
Provide training and professional development to teachers and colleagues
Participate in the Performance and Development Program process to identify the need for specific areas of professional development, and participate in professional development as required
Observe and apply safety procedures within work and teaching areas in accordance with school policy and relevant safety legislation
Liaise with service providers, welfare agencies and relevant organisations to facilitate student referral where appropriate/necessary
Have access to a designated experienced professional, who could provide guidance and support on a regular basis
Demonstrate a high level of written and verbal communication skills
Maintain confidentiality at all times and be accountable for the maintenance and confidentiality of school records and therapy files
Consult with staff outside the immediate work area with respect to the delivery of support services
Provide information and collaborative advice when required
Prepare reports
Work within interdisciplinary teams to meet the school¿s requirements for assessment and reporting
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 [email protected]
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.
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
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