Ed Support Level 1-Range 3 - Music Therapist

Department of Education Victoria; Beaconsfield; On-site; CAD 46,000 - 74,000; Full time

Job summary

A government education body in Beaconsfield is looking for a Music Therapist to support student wellbeing and learning in a specialist school. The position requires planning and delivering music therapy programs, working collaboratively in transdisciplinary teams, and maintaining appropriate records. Applicants must hold a qualification of not less than four years and be registered as a Music Therapist with the Australian Music Therapy Association. This role offers the opportunity to make a significant impact in a supportive educational environment.

Qualifications

• Demonstrated ability to plan and deliver a music therapy program.
• Interpersonal skills to work as part of transdisciplinary teams.
• Ability to maintain appropriate documentation.

Responsibilities

• Support student learning and wellbeing.
• Work closely with teachers and therapists to plan programs.
• Provide small group music therapy sessions.

Skills

Interpersonal skills

Musical skills

Therapeutic skills

Education

Mandatory qualification of not less than four years

Registered Music Therapist with the Australian Music Therapy Association

Job description

Ed Support Level 1-Range 3 – Music Therapist

Department of Education Victoria – Beaconsfield WA

4d ago, from Department of Education & Training Victoria

Croxton School is a Department of Education & Training Special School located in Beaconsfield Parade, Northcote with additional Campuses at Thornbury Primary School and Thornbury Learning Centre.

Croxton School caters for students aged from 5 ¿ 18 years and has a current enrolment of 130 students.

Croxton School provides a learning environment, which is safe, secure, challenging and above all success orientated. The individuality of all students is highly valued and programs are designed to meet demonstrated needs and interests.

The school actively supports a policy of inclusion by facilitating student access to neighbouring mainstream Primary Schools and Secondary Colleges. The school’s curriculum and organisational structure aims to prepare students for further education, independent living and employment.

Enrolment at Croxton School is based on a child’s educational needs and a recommendation of eligibility from a registered psychologist. This does not preclude other diagnosis such as Autism Spectrum, but they have to be assessed as having a full scale IQ of below 70.

Croxton School is unique within Victorian Special Education offering a wide choice of educational options and pathways.

We acknowledge the Traditional Custodians of the Wurundjeri land on which our school stands.

Selection Criteria

• Demonstrated ability to plan and deliver a music therapy program to support student wellbeing and learning in a specialist school setting.
• Demonstrated highly developed interpersonal skills including the ability to work as a member of transdisciplinary teams and to be supportive of wider school initiatives.
• Demonstrated strong musical and therapeutic skills relevant to children and adolescents with intellectual disabilities.
• Demonstrated ability to maintain appropriate documentation including record keeping, therapy goals and plans.

Role

Attendance requirement for this position.

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

• 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.
• 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 yard duty supervision.
• Liaise with professionals and other agencies as required.
• Provide small group Music therapy sessions.
• 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 Safe 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

Conditions of Employment

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre‑employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx.
• Must be registered as a registered Music Therapist with the Australian Music Therapy Association.