Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Hume - Wodonga
Reference: 1498120
Belvoir Special School is a multi-mode specialist school in Wodonga which provides a high-quality educational program for students with mild, moderate and profound intellectual disabilities. Many students also have a level of Physical disability. Students range in age from five to eighteen years of age. In 2014 the school moved to a brand-new purpose-built facility. Current student population is 179.
To attend the school students must meet the statewide eligibility criteria and are enrolled at Belvoir Special School after consultation with parents, previous schools or kindergartens and appropriate paramedic personnel if needed, in accordance with the school's documented enrolment policy. Our school's philosophy is reflected in its programs and based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Belvoir is a School Wide Positive Behaviour Support School and has developed a school culture that is reflected by the ideals of SWPBS.
As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community. Belvoir is committed to developing lifelong learners who are encouraged to pursue their individual strengths and talents. Our aim is to enable all students who graduate from Belvoir to live an `enviable life¿ which allows them to achieve all their dreams. To do this we require committed teachers and support staff who see the special characteristics of all our students and will strive to ensure each individual feels safe, is confident and valued as a person.
SC1 - The capacity to deliver professional support service/s in a school, including the development of policy and operational practices that will guide the work of others, including school staff.
SC2 - Ability to apply sound theoretical knowledge and practical expertise in developing service delivery options
SC3 - Undertake advanced interventions in dealing with particularly complex cases that may require cross-profession or agency collaboration
SC4 - Willingness to be a positive and productive member of a multiple disciplinary team to support school wide initiatives and a capacity to adjust to change
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.
· Provide high quality, evidence-based, neuro-affirming Occupational Therapy Services to students aged 5 to 18 years.
· Work collaboratively within a multidisciplinary team, including allied health, wellbeing, teaching staff and school leadership.
· To assess the individual physical needs of students as required.
· Collaborate with classroom teams to plan and develop communication goals as part of students¿ Individual Learning Plans.
· Plan and deliver occupational therapy interventions within whole class activities and small group, in consultation with classroom staff.
· To upskill staff to implement strategies and supports within the classroom, both in groups and/or on an individual basis.
· Provide written strategies, plans and resources for classroom teams to support the implementation of strategies and supports across the students school day.
· Contribute to and participate in school-wide initiatives and Professional Learning Communities relevant to the role.
· To provide professional development sessions on occupational therapy principles and interventions, including the implementation of sensory integration strategies, fine and gross motor skill development, classroom adaptations, mealtime management, and the use of assistive devices and software applications to enhance student participation and independence
· Create and maintain appropriate records for students.
· Provide oral and written reports, as necessary.
· Consult with external agencies and community networks to ensure a collaborative approach and consistency of strategies across home, community and school, as appropriate.
· Continue to seek knowledge of best practice and engage in professional development activities accordingly.
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