Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Education and training
Location: Gippsland - East Gippsland
Reference: 1543553
1. Relevant Allied Health Qualification and Registration
Possession of a recognised qualification in an allied health discipline ¿ such as Occupational Therapy, Speech Pathology, or as an Allied Health Assistant ¿ together with current and appropriate professional registration or membership where required.
In your response, address:
¿ Your qualification and discipline area.
¿ Current registration status (e.g. AHPRA, SPA, OTA) or relevant professional membership.
¿ Any additional certifications or training relevant to working with children or in educational settings.
2. Evidence-Based Direct Student Support
Demonstrated ability to deliver evidence-based individual, small group and whole-class intervention with students who have diverse needs, building trusted relationships and adjusting approaches in response to student progress and outcomes.
In your response, address:
¿ Your experience delivering direct intervention within your area of expertise.
¿ How you have monitored student progress and adjusted your approach in response to data.
¿ An example of working alongside classroom teachers to model and embed strategies in the learning environment.
3. Student Assessment and Documentation
Capacity to conduct assessments, analyse findings, and maintain accurate, up-to-date documentation of direct intervention, student progress and outcomes in compliance with privacy regulations.
In your response, address:
¿ Your experience conducting formal and/or informal assessments to identify student needs.
¿ How you have used assessment data to plan and adjust intervention.
¿ Your approach to maintaining confidential student records in line with privacy legislation.
4. Coordination of Allied Health Services and Collaboration
Ability to coordinate visiting allied health professionals, and to collaborate effectively with students, families, teachers and specialist staff to ensure cohesive, student-centred support.
In your response, address:
¿ Your experience coordinating or liaising with visiting therapists or external agencies.
¿ How you have facilitated communication between families, teachers and health professionals.
¿ An example of working as part of a multidisciplinary team to support a student with complex needs.
5. Program Development and Building Staff Capability
Demonstrated ability to design and implement programs that promote student wellbeing and inclusion, and to deliver professional guidance to teachers and education support staff.
In your response, address:
¿ A program or initiative you have developed or contributed to that supported student wellbeing or inclusion.
¿ Your experience facilitating training or capacity-building sessions for classroom staff.
¿ How you have supported teachers to develop and implement individualised adjustments or plans.
6. Knowledge of Disability Inclusion Legislation and Policy
Familiarity with the legislative and policy framework governing disability inclusion in education, including the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 (Cth), and the ability to apply this knowledge in practice.
In your response, address:
¿ Your working knowledge of relevant legislation and how it has informed your practice.
¿ How you have supported schools or services to meet their obligations under these frameworks.
¿ Any experience contributing to Disability Inclusion profiles, Individual Education Plans (IEPs) or equivalent documentation.
7. Communication, Organisation, and Initiative
Strong interpersonal and written communication skills, well-developed organisational and time management capabilities, and the ability to work both independently and collaboratively ¿ demonstrating initiative and sound professional judgement.
In your response, address:
¿ How you manage a caseload alongside coordination responsibilities.
¿ An example of taking initiative to resolve a challenge within your professional scope.
¿ Your approach to maintaining effective communication with a broad range of stakeholders.
The Allied Health Practitioner is a key member of Wellbeing and Disability Inclusion within the school. This position plays a critical role in supporting the health and wellbeing of students by working directly with students to deliver evidence-based intervention, prevention and support, in addition to coordinating and overseeing external allied health services. The role is primarily student-facing: the successful applicant will be the school's internal allied health point of contact, delivering hands-on individual, small group and whole-class support, while also coordinating access to visiting and external allied health professionals. The Allied Health Practitioner collaborates with students, parents, teachers and external health professionals to ensure comprehensive and inclusive support for students with diverse needs and provides a clinical consultancy service in their area of expertise.
Work directly with students with diverse needs as the school's internal allied health practitioner, building ongoing, trusted relationships with students on caseload.
Deliver evidence-based individual, small group and whole-class intervention within your area of expertise (e.g. occupational therapy, speech pathology, or allied health assistant-delivered programs).
Conduct assessments to identify student needs and inform the intervention and support provided.
Monitor student progress against goals, adjusting intervention and support in response to student response and outcomes.
Work alongside classroom teachers in the learning environment to model and embed strategies directly with students.
Coordinate and schedule appointments with visiting allied health professionals, such as occupational therapists, speech pathologists and psychologists.
Work closely with staff to design and implement programs that promote the wellbeing and inclusion of all students.
Create and deliver training sessions for teachers and support staff on strategies to support students with diverse needs.
Collaborate with teachers to develop individualised plans and accommodations for students with disabilities, in partnership with the Disability Inclusion Team, ensuring their participation and success in the school environment.
Collaborate with external allied health professionals to gather and analyse assessment data, ensuring appropriate support and intervention are provided.
Maintain accurate, up-to-date documentation of direct intervention, student progress and outcomes.
Ensure compliance with privacy regulations and maintain confidentiality of student information.
Foster effective communication and collaboration between students, parents, teachers and visiting health professionals.
Provide guidance and support to teachers regarding the implementation of accommodations and strategies for students with diverse needs.
Attend meetings and professional development sessions to stay updated on best practice in allied health and disability inclusion.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Occupational Therapist, Speech Pathologist, or Allied Health Assistant (or equivalent allied health qualification/experience)
Familiarity with legislation and policies related to disability inclusion, such as the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 (Cth).
Excellent communication and interpersonal skills to effectively collaborate with students, parents, teachers and external professionals.
Strong organisational and time management skills to balance direct student-facing work with coordination of visiting services.
Ability to work independently as well as part of a team, demonstrating initiative and problem-solving abilities.
Previous experience working in a school or educational setting, preferably in a role related to allied health or disability inclusion will be highly regarded.
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
Nestled in the heart of East Gippsland, Clifton Creek Primary School is a small rural school with a big sense of community. We serve the families of Clifton Creek and the surrounding area, and we take that responsibility seriously - building genuine relationships with children and their families that last well beyond a single school year.
With three classrooms - Prep-2, Years 3/4, and Years 5/6 - ours is a school where every staff member knows every student, and every child feels seen. The intimacy of a small school is one of our greatest strengths. It means tighter teams, clearer purpose, and the real satisfaction of watching your work make a difference.
We hold high expectations - for our students and for ourselves. Teaching and learning at Clifton Creek PS is underpinned by a shared, evidence-based instructional framework and explicit instruction that ensures consistency across the school and gives every student access to high-quality teaching. We are committed to ongoing professional growth and invest in learning that directly improves classroom practice.
Our values - Respectful, Safe, and Engaged - are the foundation of everything we do. They shape how we teach, how we communicate with families, and how we show up for one another as a staff.
If you are looking for a role where you can contribute meaningfully, grow professionally, and be part of a community that genuinely cares, Clifton Creek PS is worth your consideration. We are located at 1020 Deptford Road, Clifton Creek VIC 3875 - within easy reach of Bairnsdale, and surrounded by the stunning natural environment of the Gippsland Lakes region.