Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1480645
Possess relevant qualifications in Occupational Therapy and demonstrate clinical experience and a deep knowledge of appropriate classroom interventions.
Demonstrated understanding and commitment to the development and implementation of dynamic Occupational Therapy programs for students.
Proven ability to design and deliver professional learning for teachers and educational support staff in the area of Occupational Therapy.
Demonstrated capacity to lead and deliver individual and small group Occupational Therapy programs to students requiring additional support within a group setting.
Demonstrated understanding of the Department of Education's Disability Inclusion program.
Proven ability to participate in and contribute to a collaborative working environment within a transdisciplinary team, developing supportive professional working relationships with staff, students, and families.
The Occupational Therapist at John Henry Primary School will be an integral member of the multidisciplinary team, working under the direction of the Disability Inclusion Leader. This role is pivotal in supporting the educational and developmental needs of students through the delivery of high-quality, evidence-based occupational therapy services. The therapist will work collaboratively with classroom teachers, educational support staff, and wellbeing professionals to enhance student engagement, inclusion, and access to the curriculum.
Key responsibilities will include conducting comprehensive assessments in areas such as emotional regulation, fine and gross motor skills, self-care, social interactions, attention regulation, and task engagement in the classroom. These assessments will inform the development of targeted, individualized programs designed to meet the unique needs, developmental levels, and learning contexts of each student. The programs will be designed and implemented in close collaboration with teachers and families to ensure consistent support across both school and home environments.
The Occupational Therapist will contribute to the creation of inclusive learning spaces by advising on physical environment modifications, recommending assistive technologies where necessary, and guiding staff in embedding therapeutic strategies within classroom practices. Regular documentation of student progress, outcome evaluation, and clear reporting will be essential in tracking the effectiveness of interventions.
Additional responsibilities include attending relevant meetings such as case conferences, student support group meetings, and therapy planning sessions. The therapist will also manage Occupational Therapy resources and provide professional development and ongoing support to staff to enhance their capacity to work with students who have additional and complex needs.
This role requires a highly motivated, organized, and reflective practitioner with a demonstrated commitment to inclusive education. The successful candidate will bring strong interpersonal skills, professional independence, and a collaborative mindset to ensure the wellbeing and learning success of all students.
This position offers a Range 4 classification, indicating a role with broader management responsibilities, including financial oversight, human resources, and other support functions. Range 4 professionals are expected to provide key advice and support to the school leadership team and liaise with the broader school community, the Department of Education, and external service providers.
Specialized professional roles, such as this one, carry a high level of independence and accountability, with suitable scope provided to achieve the role's objectives effectively.
This is a part-time position (2 days per week, 8:30am to 4:30pm), with the actual days negotiable based on mutual agreement.
Manage the delivery of support services to students, teachers, parents, and other school stakeholders.
Ensure all external providers meet the required service standards and expectations.
Oversee the design and production of school publications, reports, and relevant documents.
Provide professional student support services, including therapy, psychological, and counseling services.
Offer strategic advice regarding specific support services and their impact on students, the school curriculum, and overall services.
Manage the use and access to school resources, reference materials, and related tools.
Individuals with the aptitude, experience, and/or qualifications to fulfill the specific requirements of the position are encouraged to apply.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
John Henry Primary School, established in 2017 under the leadership of our current principal, Tanya Roberts, has developed a strong foundation in culture, policies, and procedures, all of which align with our school vision:
¿At John Henry Primary School, we strive to provide the highest quality teaching and learning opportunities for our community.¿
Our school fosters an embedded culture of support and collaboration, where year-level teams work closely together to monitor, assess, and plan for each child's learning and growth.
We pride ourselves on our robust Professional Learning program, which includes both external development opportunities (e.g., Berry Street, Michael Ymer) and internal PD sessions led by our experienced staff, Learning Specialists, and Principal Team.
As a Positive School-Wide Behaviour school, we uphold four key expectations for our students: Be a Learner, Be Respectful, Be Responsible, and Be Safe.
For more details about our school ethos, programs, and the Strategic Plan 2024-2027, as well as our Vision, Values, and Mission Statement, please visit our website: www.jhps.vic.edu.au.