Vermont South Special School is located in Vermont South in the Eastern suburbs of Melbourne in an attractive residential area. The school is a primary specialist setting for students with an intellectual disability (Full Scale Intelligence Quotient of between 50 - 70), aged between 5 - 12. Many students also exhibit other diagnosed disabilities and medical conditions, with 65% of students diagnosed on the Autism Spectrum. Students come from seven local government areas and are transported to school by bus. The school currently has 150 students with a maximum enrolment of 180 students. The school has 57 staff members: 2 Principal Class, 27 teachers (FTE 22.06) and 31 Education Support Staff (FTE 21.63).
At Vermont South Special School, it is our mission to provide students with the best possible foundation in life through a well-rounded education. Our core values are learning, respect, responsibility, and resilience. We are intent on engaging students in their learning through providing highly qualified teaching staff, proactive leadership, and a safe and inclusive environment.
The school is divided into four sections: Foundation, Juniors, Middles and Seniors. Class sizes are small, ranging from 6 - 7 students in Foundation to 12 - 13 in Seniors. A qualified Special Education teacher, together with a teacher assistant in every class, ensures that students' individual needs are catered for. Students are further supported by specialist subjects; Visual Arts, Performing Arts, Physical Education, and the Healthy Kitchen Program. An occupational therapist, physiotherapist, speech pathologists, nurse and re-engagement officer also support students' additional needs.
The school has a strong commitment to positive parent/school partnerships, and we invite and welcome parent involvement at many levels as we know this leads to enhanced learning outcomes.
SC1. Qualification in Occupational Therapy and a demonstrated commitment to the integration of therapy into the school curriculum.
SC2. Demonstrated ability to develop constructive relationships with students, parents, staff and other professionals.
SC3. Demonstrated ability to work as a member of a supportive team.
SC4. Proven experiences in providing Occupational Therapy services for children with mild intellectual disability and comorbid conditions.
SC5. Demonstrated skills in a wide range of tasks including assessments, planning, intervention, report writing and preparation of resources.
SC6. Demonstrated commitment to ongoing professional learning and the capacity to reflect critically upon professional practice.
1. Appropriate occupational therapy assessments of students 5 years to 12 years
2. Planning and implementing appropriate programs to meet the needs of students.
3. Liaising with and counselling parents regarding their childrens needs and remedial program options.
4. Working with other therapists including Speech Therapist and Physiotherapy Therapist to develop an integrated approach to individual students.
5. In-service staff and parents on occupational therapy programs and initiatives.
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
- 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
1. To provide a variety of occupational therapy programs for individual small group and class programs.
2. To establish the needs of the student population, devise relevant programs and use a variety of modes to deliver services.
3. To conceive, develop and implement a whole school approach to occupational therapy programs.
4. To coach and mentor teachers and ES staff in the development of occupational therapy programs.
5. To establish professional development modules in the school and to assist other schools in the network, in delivery of occupational therapy.
6. To display creative, inventive and innovative qualities to engage students, staff and parents on relevant program design, to improve occupational therapy programs.
Flexible work arrangement available, with the option to work 2¿3 days per week
