Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference: 1500510
SC1: Demonstrated capacity to provide Occupational Therapy, including education, assessment and intervention within a special school context.
SC2: Demonstrated understanding of, and commitment to, the support of students with intellectual disability and/or a co-occurring diagnosis, to participate in school activities.
SC3: Capacity to demonstrate high level communication skills and ability to work within a multidisciplinary allied health team. This includes excellent interpersonal skills with the ability to establish relationships with students, parents, school staff and allied health colleagues.
SC4: Capacity to contribute to the design and delivery of professional learning to staff.
SC5: Demonstrated ability to work collaboratively with teachers and education support staff in order to build their capacity to improve student outcomes, specific to Occupational Therapy programs.
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.
The Occupational Therapy role at Rosamond Special School will include responsibility and accountability for the delivery of professional support services aligned with providing advice and support to staff in relation to sensory needs awareness and enhanced fine and gross motor skill development. The individual in the role will seek to gain cooperation of other staff members or members of the school community to achieve specific objectives, operations and/or educational programs in order to improve student outcomes. In liaison with the leadership team, the person in the position will have some degree of latitude in determining how specific targets and goals 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.
Professional learning and advice to staff, in order to achieve the expected outcomes, is a key responsibility. Senior management will be provided with timely 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. 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. The individual will be supported within an Allied Health team and by Leadership.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. A recognised University qualification in Occupational Therapy and current APHRA membership is required. Training in DIR Floortime is desirable.
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.
Rosamond School is a day special school. Our mandate is the provision of exemplary individual programs for our students - young people with a clinically diagnosed mild or mild/moderate Intellectual Disability whom live in the Inner West of Melbourne. The eligibility of our students to qualify for our setting is based on a Full-Scale Intelligence Quotient (FSIQ) of 50-70. Many of our students are also diagnosed with Autism Spectrum Disorder (ASD), Down Syndrome and/or Cerebral Palsy.
Our vision is for exemplary learning to be delivered by outstanding and dedicated staff inspiring all to be confident, resilient and independent individuals, valuing self and others.
Our values are: Honesty; Acceptance; Respect; and Trust.
We provide an inclusive, safe and supportive environment for all to reach their full potential at school and beyond.