SC1 Demonstrated experience in providing high-quality occupational therapy assessment, intervention and evidence-based practice to support children with diverse learning, sensory, motor and functional needs within an educational or paediatric setting.
SC2 Demonstrated ability to develop, implement and evaluate individual and small-group intervention programs that improve student participation, independence, engagement and educational outcomes.
SC3 Highly developed communication and interpersonal skills, with the ability to build positive collaborative relationships with students, families, teachers, external agencies and multidisciplinary professionals.
SC4 Demonstrated knowledge and experience supporting inclusive education through Disability Inclusion Profiles (DIPs), Individual Education Plans (IEPs), reasonable adjustments, assistive technology and sensory regulation strategies.
SC5 Excellent organisational and time management skills, including the ability to manage a varied caseload, prioritise competing demands, maintain accurate records and contribute positively as part of a multidisciplinary wellbeing team.
The Occupational Therapist plays a vital role in supporting student learning, wellbeing and participation by providing high-quality occupational therapy services within an inclusive educational setting.
Working collaboratively with school leadership, teachers, families and external professionals, the Occupational Therapist will assess students' sensory, motor, functional and self-regulation needs, develop evidence-based intervention programs, and build staff capacity to support successful participation in the classroom and school environment.
The role contributes to whole-school inclusive practices and supports students across all tiers of intervention through consultation, direct therapy and collaborative planning.
The Occupational Therapist will:
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:
Hold a recognised tertiary qualification in Occupational Therapy.
Demonstrate a commitment to evidence-based practice, inclusive education and collaborative multidisciplinary teamwork.
Hold (or be eligible to obtain) a current Victorian Working with Children Check and satisfy all Department of Education employment requirements.
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
At Mildura South Primary we strive to cultivate a dynamic learning environment based on our values of Teamwork, Respect, Integrity, Courage, and Kindness. A place where all understand the T.R.I.C.K. to success. Our collective responsibility is to empower each student to achieve high standards, embrace diverse perspectives, and grow as compassionate leaders. Through collaboration and mutual respect, we aim to create a supportive environment where integrity is instilled, courage is celebrated, and kindness fosters lasting connections. Together, we prepare students to navigate the world with confidence, empathy, and a commitment to making a positive impact in our community. At Mildura South Primary School our mission: 'We bring our best selves to school and love the work that we do, striving for high impact and excellence in learning and wellbeing' informs our priorities as we strive to have high impact on the learning and wellbeing of all students, ensuring that we provide challenging learning experiences in an engaging learning environment. Our school culture values a high work ethic and collaboration with teachers to achieve the best outcomes for students. Together as a whole school community we support each other in discovering new learning about ourselves, our capabilities and what we can accomplish. Through our culture of mentoring, support and ongoing professional learning we are able to achieve our vision:
- All students achieving high standards given the right time and support
- All teachers can teach to high standards given time, coaching and professional learning and the right assistance
- High expectations, teaching to point of need and early ongoing intervention are essential
- All leaders, teachers and students can articulate what they are learning and what success looks like.
We have a strong commitment to creating future ready learners, encouraging and enabling the students to connect to the world beyond our school gate.
Our leadership team consists of 1 Principal, 2 Assistant Principals and 2 Leading Teachers. There is a strong emphasis on maintaining a safe, secure, welcoming and stimulating environment that encourages successful learning. Our school has a culture of teachers learning with and from each other, implementing the Victorian Teaching and Learning 2.0 Model and reflecting on student data and voice to improve teaching practice. All staff continue to strive to make everyday count for our students.
We have 22 classroom teachers, 8 specialist teachers, 30 Education Support Officers (Student Learning), part time Speech Pathologist, full time IT technician and part time Library person. Our school is well resourced enabling us to implement strategies to address the needs of all students, including those with special needs. Assessment for High Quality Practice at Mildura South Primary. Assessment is formative and teachers gather in their Professional Learning Communities to discuss the best practice to ensure that all students have the opportunity and learning experiences that enables them to flourish. Summative Assessment is carried out each term in Literacy and Numeracy and goals are set according to individual needs to facilitate each child being taught at their point of need. Parent support, dedicated staff and positive students ensures excellence in education at Mildura South Primary.
