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; implementation of evidence-based intervention strategies; report writing and resource development; self-care, fine motor, seating & positioning, and play skills.
4. Demonstrated ability to liaise and work in collaboration with class teams, including Education Support staff, families/caregivers and external therapy teams 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, such that intervention can be facilitated in every class.
- Collaborate with therapy coordinators around delivery of therapeutic supports across the school, under a multi-tiered systems of support model.
- Contribute to therapy team planning and implementation of team and school goals.
- Incorporate school policies, procedures and vision into the delivery of therapy supports.
- Collaborate and build capacity within classroom teams to implement occupational therapy recommendations and programs to assist students' access to the curriculum and promote participation across the school day, according to students' individual needs, developmental level and age appropriateness.
- Engage in assessments, report writing and case meetings to support students' Disability Inclusion applications for funding.
- Collaborate with classroom teams to complete appropriate assessments to support the development of IEPs.
- Demonstrate creative, inventive and innovative qualities to engage students, staff and parents on relevant evidence-based interventions to support students' development in areas such as play, fine and gross motor skills, activities of daily living, sensory and emotional regulation, seating and mobility.
The responsibilities of this position will be:
- Consistently model and implement whole-school strategies, including School-Wide Positive Behaviour Supports.
- Commitment to ongoing professional learning and supervision as required by the Australian Health Practitioner Regulation Agency (AHPRA) and the Occupational Therapy Board of Australia.
- Effective management of caseload to ensure equity for all students.
- Effective management of administrative duties.
- Document student progress and needs; and make recommendations to classroom staff to ensure student growth and continuity of consistent supports.
- Design, develop and implement Occupational Therapy services through evidence-based research.
- Assist with facilitation of Student-Focused Meetings with assigned classrooms.
- Collaborate with other therapy team members to implement and evaluate intervention strategies, particularly complex cases that may require cross-professional or external agency collaboration.
- Assist with maintaining links with external health professionals, community resources and agencies.
- Maintain appropriate records and provide written and oral reports as required.
- Liaise with and educate parents, caregivers and staff on student progress and specific intervention strategies and/or equipment.
- Conduct oneself in line with all school and departmental policies and procedures, as well as those outlined by AHPRA and the OT Board of Australia.
Required
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Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class. Specifically:
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For Psychologists, applicants must hold full registration with AHPRA
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For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
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For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
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For Occupational Therapists applicants must hold full registration with AHPRA
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For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member of either the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA)
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Demonstrated direct counselling experience
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A current Working With Children Check.
Desirable
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For Psychology applicants, specialisation in educational and/or developmental psychology.
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For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.
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For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
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For Occupational Therapy applicants, a Better Access to Mental Health Endorsement.
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For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA).
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
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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
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All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
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Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
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A probationary period may apply during the first year of employment and induction and support programs provided.
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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
University Park Primary School is situated in the City of Brimbank, near Victoria University. The school opened in 1972 and is located between an established residential area and extensive new housing sites in the suburb of Cairnlea, 20 kilometres west of Melbourne.
As a small school, we pride ourselves on being a school of excellence, where students can achieve their full potential in literacy and numeracy, as well as across a broad range of key learning areas. We have a whole-school approach to teaching literacy and numeracy, supporting all students at their level of need and building independence for students with special educational needs. We ensure that our teaching practice reflects current research to provide the best learning outcomes for our students in a safe and supportive environment.
At University Park PS, we share a common belief that all children can learn to a high standard and that all children want to learn. We support the development, learning and achievement of every student in our school. Together, in collaboration with parents and communities, we undertake the actions necessary to support the development, learning and achievement of every child. The school¿s motto of "Learning Together - Achieving Success" is reflected in its team approach to teaching and learning.
At our school, we deliver a holistic approach to education underpinned by high expectations which considers the individual, academic, emotional and social needs of the students. We provide our students with the technological, social and academic requirements to become lifelong learners and productive adults in our community.
We believe that parents and teachers are partners in the provision of outstanding educational opportunities for the children. Our community encourages your participation in all aspects of school life.
The panel reserves the right to seek additional references from outside those nominated by the applicant.
