SC1 - Demonstrated experience in assessment, treatment & evaluation with children/adolescents
SC2 - Provide specific areas of expertise and further training you have in Occupational Therapy
SC3 - Demonstrated ability to manage complex caseloads including assessment & treatment planning
SC4 - Demonstrated high level communication skills
SC5 - Demonstrated ability to work effectively in a multidisciplinary team
[Attendance requirement for this position]
As part of the Wellbeing team, provide professional Occupational Therapy services for our students
Range 4 is distinguished by broader management responsibility, particularly in the area of 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.
The role would be responsible for:
Occupational Assessments for students as required
Provide advice to families for supports
Provide training to staff
Provide written reports for DIP applications
Active support of DIP process
Attend relevant meeting and Case Conferences
Design and implement programs in collaboration with staff & parents based in individual needs
The successful applicant will have:
. Tertiary Qualification in Occupational Therapy
. Certificated Practising membership with APHRA
. Employed Working with Children's Check
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
This position is based at Weeroona College Bendigo, possibly working across both of our campuses - (BFLO Bendigo Flexible Learning Options)
This is a 5 day per week position Monday to Friday - 8.30am - 4.36pm - (time fraction can be negotiated with the successful applicant)
- 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
Weeroona College Bendigo (WCB) is a community of Kind, Safe, Learners, located on the northern side of Bendigo with a population of 780 year seven to year ten students and a small cohort of Year 11 and 12 students completing Vocational Pathways Certificate (VPC). Our second campus (BFLO- Bendigo Flexible learning Options) is an alternative setting and is a collaborative partnership between the five Bendigo Secondary Colleges and Kalianna Specialist School that aims to reengage learners from year seven through twelve. The current enrolment at BFLO is 55 students.
We have very strong educational partnerships with our associate primary schools in the White Hills cluster, the other three Bendigo year seven to ten colleges and Bendigo Senior Secondary College where our students transition for years eleven and twelve.
Our modern learning spaces provide for a wide range of flexible teaching and learning activities including independent study, peer tutoring, small and large group work, project-based learning, lecture-based learning, seminar style learning, research, performances, and presentations by students and learning by building, doing and creating.
WCB has a firm commitment to maximising the educational opportunities for each one of our students and we place a high emphasis on all students achieving personal excellence. Each student has a Ready to Learn plan where teachers and parents can track progress with their students to ensure that individual learning needs are met. Literacy and Numeracy are a high priority at Weeroona College Bendigo where we work to ensure that our teaching supports all students across the curriculum. We are a community of readers and encourage reading opportunities at school and at home and we have a differentiated learning model for teaching Mathematics that supports individual learners. All teachers at WCB explicitly teach literacy skills in each of their classes, with a focus on vocabulary and we are supported to do this by our brilliantly resourced Global Learning Centre (library).
Our college has made the development of a high-quality curriculum that caters for the needs of all students a major priority over the past few years. A balanced core curriculum is offered for year seven and eight students and year nine and ten students undertake a mixture of core and elective studies. Our year 10 students have access to VCE courses and our year 9/10¿s to VET programs.
WCB has a strong culture of extracurricular programs. We have a proud tradition in the Performing and Visual Arts including a well-supported instrumental music program, bands and arts spectaculars and College productions. The College also has very high standard sporting programs, where our students compete as the Weeroona Warriors. We are proud of our students who perform exceptionally well in a broad range of interschool sports activities. Another highlight of our college program is our participation in the Energy Breakthrough competitions. The College has an outstanding record of success over many years and the students, staff and families involved have benefitted enormously from this program.
We have developed a culture of high expectations for all our students and have embedded a Positive Behaviour framework based on our school values: Kind, Safe, Learners. To support this, we have also developed a learning support plan that clearly articulates a consistent set of expectations by all staff using a restorative and trauma informed approach.
