Key Selection Criteria
1. Experience supporting students with additional needs and diverse learning profiles.
Demonstrated ability to support adolescents with disabilities and additional needs, including ASD, ADHD, anxiety, trauma backgrounds, learning difficulties, and social-emotional challenges, to improve engagement, participation, and wellbeing.
2. Knowledge of occupational therapy practices that support student learning and participation.
Demonstrated understanding of emotional regulation, sensory processing, executive functioning, and inclusive practices, with the ability to apply strategies that support students in the classroom and school environment.
3. Ability to work collaboratively with staff, students, families, and external professionals.
Demonstrated ability to build positive relationships and work effectively as part of a multidisciplinary team to support student outcomes and inclusion.
4. Ability to build staff capacity and provide practical support within school settings.
Demonstrated ability to coach and support teachers and education support staff by providing practical strategies that improve student engagement, participation, regulation, and learning.
5. Strong organisational, communication, and professional skills.
Demonstrated ability to maintain accurate records, contribute to student support processes, communicate effectively with a range of stakeholders, and work proactively to support an inclusive school culture.
The Occupational Therapist (OT) plays a key role in supporting student participation, engagement, wellbeing, and access to learning within the secondary school environment. The OT works collaboratively with students, teachers, education support staff, leadership, families, and external professionals to create inclusive, supportive, and regulation-informed learning environments.
This role focuses on practical, school-based support that improves classroom participation, emotional regulation, executive functioning, attendance, transitions, and student engagement. The OT provides strategies within real school settings rather than isolated clinical therapy models, with an emphasis on building staff capacity and sustainable whole-school practices.
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.
Key Responsibilities
Student Support & Intervention
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Observe students within classrooms, playgrounds, transitions, and other school environments to identify barriers to participation and learning.
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Support students with:
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emotional regulation
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sensory processing differences
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executive functioning difficulties
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attention and engagement challenges
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school refusal or disengagement
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social participation
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independence and organisational skills
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Develop and implement individualised regulation and participation plans.
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Assist students to access curriculum and classroom routines successfully.
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Support students with disability, including ASD, ADHD, anxiety, trauma backgrounds, developmental delays, and learning difficulties.
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Collaborate with wellbeing staff to reduce behavioural escalation and time-out reliance through preventative and proactive strategies.
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Provide practical strategies to improve attendance, school participation, and re-engagement.
Classroom & Environmental Support
Recommend classroom and environmental adjustments that improve access and participation long-term.
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Assist teachers in creating regulation-supportive classrooms and sensory-informed learning spaces.
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Support:
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seating and workspace adjustments
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sensory/environmental modifications
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visual supports
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movement and regulation breaks
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organisation systems
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transition supports
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executive functioning tools
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Identify barriers within school routines and recommend practical solutions.
Staff Coaching & Capacity Building
Coach teachers and education support staff in real-time within classrooms.
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Model strategies for:
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co-regulation
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behaviour prevention
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engagement support
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executive functioning assistance
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sensory regulation
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classroom participation
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Provide professional learning to staff regarding:
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ASD and ADHD supports
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trauma-informed practice
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regulation systems
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sensory processing
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inclusive classroom practices
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student engagement strategies
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Support staff to implement consistent and sustainable approaches across settings.
Whole-School & Inclusion Support
Documentation & Compliance
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Maintain accurate records, case notes, and reports in line with school and professional standards.
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Contribute to NCCD documentation and disability inclusion processes where required.
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Assist with functional assessments and recommendations for reasonable adjustments.
Key Skills & Attributes
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Strong understanding of adolescent development and school participation.
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Ability to work collaboratively within multidisciplinary teams.
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Practical and strengths-based approach to student support.
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Excellent communication and relationship-building skills.
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Strong knowledge of:
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sensory processing
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emotional regulation
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executive functioning
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neurodiversity-affirming practice
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trauma-informed practice
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inclusive education
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Ability to translate therapeutic knowledge into practical classroom strategies.
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Flexible, proactive, and solution-focused approach.
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
Qualifications & Requirements
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Tertiary qualification in Occupational Therapy.
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Current registration with the Occupational Therapy Board of Australia via Australian Health Practitioner Regulation Agency.
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Experience working with adolescents and/or within educational settings preferred.
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Current Working with Children Check and relevant mandatory training requirements.
Desired Outcomes of the Role
A successful school-based Occupational Therapist will:
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improve classroom participation and engagement
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increase student regulation and independence
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reduce behavioural escalation and exclusionary practices
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strengthen teacher confidence and capacity
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support re-engagement and attendance
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improve outcomes for neurodivergent students
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create sustainable environmental and classroom supports that benefit students long-term
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contribute to a more inclusive and regulation-informed school culture
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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
Woodmans Hill Secondary College is a vibrant, supportive and aspirational learning community, committed to learning from and with each other in order to ensure that all students grow.
Woodmans Hill Secondary College is a school that sits at the heart of its community, situated at the Eastern entrance to Ballarat, in the suburb of Ballarat East and on the Melbourne side, with newly developed facilities on a spacious site with a newly developed Science, Technology, Art and Performing Arts facilities.
At Woodmans Hill Secondary College, we pride ourselves on being a learning culture that knows each child and holds high aspirations for what they can achieve when we work together with our community.
We are committed to providing exciting learning experiences that are aimed at meeting each student at his or her academic, social and emotional point of need. Ours is a school that focuses on developing the whole child and seeks to provide a range of opportunities, both in and outside the classroom, for each student to unlock his or her potential. Our values are Respect, Determination and Excellence, and we expect and encourage the demonstration of these values every day.
We are a school that invests time and resources into our staff to increase their capacity so that they can develop and improve their skills and knowledge as teachers. We are research and data driven, constantly focusing on how we can increase our pedagogical knowledge to achieve improved outcomes for our students.
Our Leadership Team for 2026 comprises of 1 Principal, 2 Assistant Principals, and 5 Learning Specialists (Literacy, Numeracy, Junior Years and Senior Years). Currently, our teaching team consists of 62 teaching staff and 31 ES staff (admin, maintenance, learning support, and Business Manager) who cater for the needs of 650 students from year 7 ¿ 12.
