Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Loddon Mallee - Central Goldfields
Reference: 1493784
KSC1 Currently studying Occupational Therapy at university (bachelor degree or masters)
KSC2 Interest in building knowledge and understanding of Autism Spectrum Disorder and Intellectual disability and its impact on the engagement and participation in learning tasks
KSC3 Professional communication and interpersonal skills with the ability to collaborate positively with a wide range of people in the educational setting
KSC4 Interest in building knowledge in the design and implementation of sensory interventions, personal care and motor programs to support students with complex needs
KSC5 Demonstrated ability to work as part of a team, taking initiative while seeking and accepting direction or advice from supervising therapy team member
KSC6 Demonstrated knowledge or willingness to engage in learning about relevant technology, equipment, resource making tools and Communication or Occupational Therapy specific professional development topics
2 days per week 7.6 hours per day
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.
The Occupational Therapist will operate with a high level of autonomy, providing expert leadership and coordination of therapy services across the school. They will lead the development and implementation of an evidence-based framework to support students¿ functional participation, ensuring a consistent approach to referral, assessment, targeted therapy sessions, and classroom-based programs supported by Teacher Assistants (TAs). Interventions will address fine and gross motor skills, sensory processing and regulation, daily living and self-care, handwriting and visual-motor integration, and environmental adaptations to support access to learning.
A central responsibility of the role is to contribute to the Disability Inclusion (DI) process. The Occupational Therapist will conduct DI assessments, gather therapy evidence, and prepare reports with a focus on functional participation, independence, and access to curriculum. They will establish prioritisation systems to manage caseloads effectively, ensuring equitable service delivery while targeting students with the highest needs.
Collaboration is integral to this role. The Occupational Therapist will work closely with the Assistant Principal for Wellbeing, members of the leadership team, teachers, and education support staff to build capacity across the school. This includes training and mentoring TAs in strategies to support sensory regulation and functional independence, as well as guiding teachers in classroom modifications and inclusion strategies. The role also involves liaising with external professionals, agencies, and families to promote continuity of care and alignment of student supports.
In addition, the Occupational Therapist will contribute to professional learning across the school through the delivery of training, coaching, and consultation. They will provide expert advice to the leadership team and school council, strengthening the school¿s capacity to support students with diverse functional needs.
The role also involves leading the consistent implementation of therapy supports across the school, managing centralised therapy resources such as sensory equipment and functional skills kits, and ensuring that accurate documentation, records, and reports are maintained to support accountability and service quality.
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
Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment. The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re-define its destiny in a positive way.
Vision ¿ to be an inclusive connected flourishing learning community.
Our school values have been developed in consultation with the whole community. They are:
Social ¿ community and demographics
Educational
Technological
Environmental ¿ grounds and facilities