1. Knowledge, ability and experience in delivering evidence-based Occupational Therapy practice to support students to access the curriculum within a primary school setting.
2. Demonstrated knowledge, ability and experience of working under a multi-tiered system of support, with students with a range of diagnoses and functional needs, including those who present with complex communication or sensory needs and challenging behaviours.
3. Demonstrated skills in a wide range of tasks including assessments, planning and implementation of evidence-based intervention strategies
4. Demonstrated ability to liaise and work in collaboration with school teams, including Education Support staff and families/caregivers to improve student outcomes at school.
5. Ability to resource and in-service staff on relevant Occupational Therapy theory and practical strategies for student support in the classroom
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of 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.
Specialised 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 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.
- Conduct occupational therapy assessments to identify sensory, motor, self-regulation, functional and participation needs affecting student learning.
- Develop, implement and evaluate individual and small-group intervention programs using evidence-based practice.
- Provide recommendations and reasonable adjustments to improve student participation within classroom and playground environments.
- Support the implementation of sensory regulation strategies, environmental modifications, movement programs and assistive technology where appropriate.
- Collaborate with teachers, Education Support staff, school leaders, families and external agencies to develop coordinated support plans.
- Contribute to Disability Inclusion Profiles (DIPs), Individual Education Plans (IEPs) and Student Support Group meetings.
- Build the capacity of school staff through coaching, professional learning and modelling effective strategies to support inclusion.
- Maintain accurate assessment records, case notes and reports in accordance with professional and departmental requirements.
- Manage occupational therapy resources and contribute to the ongoing development of whole-school inclusive practices.
- Work collaboratively within the school's multidisciplinary wellbeing and inclusion team to improve educational and wellbeing outcomes for students.
Applicants must
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
Stevensville PS is located in the western suburbs of St Albans. Our student population is culturally diverse, with 75% of students speaking a language other than English at home. The school is organised into single classes for Foundation and composite classes for 1/2, 3/4, and 5/6. We offer specialist programs in Physical Education, Health, STEM, Performing Arts, Visual Arts, and Italian.
Our School Values of Respect, Responsibility and Trust set out our expectations for all members of the school community, including the principal, all school staff, parents, students, and visitors. They acknowledge the diversity of individuals in our school community and reflect the shared commitment of all members to building a safe, respectful, and trusting school community.
The staff at Stevensville Primary School comprises a Principal, an Assistant Principal, Learning Specialists, and classroom teachers. Support Staff include a Business Manager, Mental Health and Wellbeing and Disability Inclusion Leaders, Education Support Officers, and a Maintenance Person.
Our Strategic Plan and AIP focus on improving literacy and numeracy outcomes for students and on ensuring the school provides a safe and calm learning environment. The school actively implements the School Wide Positive Behaviour Support framework, achieving Gold status for the past three years. In addition, the school provides a range of supports to promote students' well-being and learning.
Learning Specialists and PLT leaders collaborate with the principal class team to support student learning and well-being. Our Disability Inclusion Leader and Mental Health and Wellbeing Leader work with staff to develop and implement adjustments for students with additional learning needs.
Our school operates a Community Hub, offering a range of well-attended programs that build a link between parents and the school, develop parenting and language skills, and provide social interaction opportunities for parents and community members.
Our Out of School Hours Care program, operated by TheirCare, provides before- and after-school care for our working families.
We are seeking an enthusiastic staff member to join our school community and help ensure the best possible outcomes for our students. The successful applicant will work collaboratively with the Leadership and Wellbeing teams to improve educational and wellbeing outcomes for students.
While the position has been advertised as three days, the successful applicant may work two days.
Please contact our Principal, Leanne Keane, if you would like further information about the role or to organise a school tour.
