Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1480770
Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future.
Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development.
Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise.
In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand.
MISSION STATEMENT
Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities.
Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist.
Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. There is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life.
THE PROFILE
There are approximately 205 school-aged students in 2024, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years.
The Department of Education & Training (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads
Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through VELDF, the Victorian curriculum and the 16+ Independent Living Program.
These are enhanced by:
- Extensive swimming and camping programs.
- ASDAN Program (Senior students)
- Therapy programs including: Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy.
- Multi Sensory Programs (Snoezelen and hydrotherapy, sensory garden)
- Recreation and Sporting programs
- Work Education and experiences for senior students
- Community access via the four school buses and Travel Training
- Attractive outdoor active and passive recreation areas including a sensory & edible garden.
- Expanding computer and technology resources.
These programs are implemented by a multi-disciplinary team which includes: -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist and art therapist.
[Attendance requirement for this position]
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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.
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
Successful candidate will be remunerated according to experience. Graduate OT's will be paid as an ES1/3; Experienced OT's will be paid as an ES1/4
Essentials
* Bachelor Degree and/or Masters in Occupational Therapy
* Current AHPRA membership
* Working with Children Check
* Highly developed interpersonal communication skills
* Experience/willingness to work with students and their families from cultural and linguistically diverse backgrounds
Benefits
* Supportive team environment and opportunity to work collaboratively with therapists and teachers
* Opportunity to develop specialist skills in the areas of sensory processing, intensive interaction, positive behaviour support and play based learning
* Ongoing mentoring support and professional development
* Attendance not required during the school holiday periods.
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.