Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Eastern suburbs
Reference: 1503067
KSC 1 Qualification/s in Occupational Therapy
KSC 2 Relevant clinical experience and/or knowledge in the areas of paediatric practice in Occupational Therapy.
KSC 3 Demonstrated ability to provide a range of assessments, program planning and implementation of intervention.
KSC 4 Demonstrated communication and interpersonal skills, including the ability to consult with and advise other professionals in providing services to students
KSC 5 Willingness and capacity to participate in and contribute to a collaborative team environment, developing supportive professional working relationships with staff and students, and providing advice and guidance for parents/carers
KSC 6 Demonstrated commitment to establishing and maintaining a safe and supportive learning environment.
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.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Mont Albert Primary School serves the educational needs of families in a pleasant residential area of Balwyn, Mont Albert and Mont Albert North. The school was established in 1917 and celebrated a centenary in 2017. As a result of the school's continuing strong standing reputation, a Department approved enrolment boundary is strictly enforced. The school has a current enrolment of approximately 600 students.
A culture of high expectations permeates the school, and the staff operate as a collaborative and dynamic community of learners with a shared commitment to improving student outcomes and ensuring that teaching reflects best practice. The level of staff engagement is commendable with leadership supporting and empowering staff to do their job effectively and build a sense of ownership and commitment to the goals and values of the school.
Mont Albert Primary School students are safe, engaged and challenged in the classroom. Student Attitude to School Survey data reveals very positive perceptions held by students in relation to Wellbeing, Teaching and Learning and Student Relationships. A restorative practices approach and involvement in The Resilience Project reflect in the school¿s focus on student wellbeing and relationships, with a high parent positive response for General Satisfaction on the annual Parent Opinion Survey, and a higher positive response for Collective Focus on Student Learning and Collective Efficacy on the Staff Survey.
The school is structured in straight grade levels and is guided by the Victorian Curriculum in all areas including the specialist subjects of Visual Arts, Performing Arts, Physical Education, Library, Science, and Languages (Auslan), with EAL support acknowledging the rapid change in local demographics.
The school offers many extra-curricular activities including an instrumental music program, choir, orchestra, Chess Club, Lego Club, and GATEWAYS. There are various formal student leadership opportunities across the school such as School Captains, House Captains, Curriculum Captains, Junior School Council, and the Environmental Action Group.
A range of digital technologies are utilised within each classroom to support learning in all areas of the curriculum, with interactive displays, laptops, and iPads used to facilitate engaging learning opportunities. Technology is a learning tool that teachers leverage to engage and meet the learning needs of whole classes, small groups or individuals. Teachers are regularly developing their own digital technology skills, and the financial commitment to this area is significant in providing new and varied technology, with improved infrastructure and continued integration of learning tools into classrooms - including a BYOD (Bring Your Own Device) program in Years 4, 5 and 6 to prepare them for secondary schooling.
Home-school partnerships are valued, with all key stake holders working together to achieve the best possible learning outcomes for all students. Parents are welcomed into all aspects of school life, including School Council (and subcommittees), Parents' Club, classroom assistance, working bees, and attendance at excursions. Several special events are held each year which community members are welcomed to attend and support their children. The school leadership actively advocate an open-door policy where parents are very welcome to discuss questions, ideas, issues or concerns as they arise. Compass (an online whole-school management system) has been implemented to further promote communication.