Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1508654
'Our job is not to prepare students for something, it is our job to activate our students to prepare themselves for anything.'
Adapted from AJ Juliani.
Bundoora Secondary College is a year 7-12 College in a quiet residential area of Bundoora, a northern suburb of Melbourne. We are an innovative, caring school and take great pride in knowing every member of our community (both staff and students) as individuals and as learners.
The school is set on a well-developed, picturesque site adjacent to Gresswell Forest. The spacious grounds include a variety of playing fields and as our school farm continues to develop, a range of animal paddocks, productive gardens and indigenous flora plots. Our school is accessible by foot, bike or car and is well serviced by our school buses and public transport. Our school enjoys a strong partnership with our neighbours including Melbourne Polytechnic, Latrobe University and RMIT Bundoora Campus as well as other universities further afield. BSC is a Child Safe school and expects all employees to be cognisant of the expectations upon them to contribute positively to our child safe environment.
BSC is currently experiencing a period of strong growth as we implement our new curriculum program and pedagogical approach with a vertical structure of subject offerings across the traditional 8 - 11 years called our PACE21 (Passion and Choice, Empowerment 21st Century skills) program. This program empowers students to choose the pace of their own learning journey. Our core purpose is to provide a broad and challenging education that is future focused and will develop students' 21st Century skills, abilities and knowledge for further education, training, work and community participation.
In order to do this, we require staff who are curious, flexible and generalist in their philosophy and thinking.
Students at BSC are not bound by the traditional year level classes. The school is broken into three cohorts - a common Entry year (the traditional year 7), PACE21 (traditionally years 8-11) and Graduation year (traditionally year 12). Our broad pathways focus and the vertical structure supports students choice and provides flexibility across our learning program ensuring that all students can engage in their learning at their point of interest and be challenged at their point of need.
Rigour remains a core value so high expectations of students will continue and progress will be routinely reported against the BSC Great Student (21st century skills) matrix and the Victorian Curriculum skills continuum to ensure that all students will achieve success. We are very much aware that ongoing feedback to students will support them in developing a growth mindset and promote learning so that each student can reach the next level.
We are a diverse and inclusive community. We live by our school values - Respect, Responsibility, Resilience, Relationships and Rigour (the 5 R¿s). At BSC, students have an authentic voice into the everyday decision making at the school. We provide a variety of opportunities for student voice such as a Student Leadership Council, student lead tours, public speaking at assemblies and membership of College Council with voting rights.
Learning takes place in well-equipped air-conditioned courtyard style buildings, which contain specialist areas including a Library Resource Centre and student social space, the ECA Centre which contains a gymnasium, weight training facility and drama studio, the Arts and Technology areas including food, wood and media, art and craft, ceramics, painting and drawing and music laboratories. Science rooms are fully equipped for practical experiments and activities with two 3D printers and an emphasis on robotics. Each classroom is provisioned with an interactive whiteboard and our 1:1 digital technologies program is enhanced by the schools provision of PCs and MACs.
To enhance the student's learning experience, traditional co-curricular programs such as sport, drama and music performances, instrumental music, excursions, camps, art exhibitions and displays and student leadership have been incorporated into the mainstream curriculum to ensure that all students can pursue their passions.
Strong emphasis is placed on catering for the individual learning style of each student. Achievements are recognised and celebrated. BSC promotes an environment that encourages students to investigate, understand and actively design and participate in their learning through a variety of teaching and learning strategies.
Parents are welcome and encouraged to participate in all College activities and to work with teachers in developing positive educational outcomes for their children. While formal reporting to parents takes place twice a year, the College emphasises the continual monitoring and communication of student progress to students and parents.
We actively involve our community in the development of our educational programs, policies and the provision of a supportive and caring environment. This is reflected in our house teams and our wellbeing structures that exist to assist students and parents. The implementation of the Student Empowerment Guidelines results in an environment where students from a wide range of cultures and backgrounds exhibit co-operation and acceptance towards each other.
We have established positive links with our neighbouring primary schools as a means of easing the transition of students into the College, as well as providing continuity in their educational programs.
Bundoora Secondary College - BSC - where students experience education by student choice.
Selection Criteria
SC1
Demonstrated clinical experience and knowledge in paediatric Occupational Therapy, including assessment, intervention planning, and program delivery for students with sensory processing differences, Autism Spectrum Disorder (ASD), and other disabilities within an educational setting.
SC2
Ability to provide a comprehensive Occupational Therapy service encompassing assessment, analysis, reporting, individual and group interventions, and consultation with teaching staff and families to support student engagement and curriculum access.
SC3
Proven capacity to work collaboratively within a multidisciplinary team, contributing to shared goals through effective communication, interpersonal skills, and the ability to build strong professional relationships with staff, students, and families.
SC4
Demonstrated ability to design and deliver professional learning for staff and parents in areas related to Occupational Therapy, combined with a commitment to ongoing professional growth and development for self and others.
SC5
High-level oral and written communication skills, including the ability to prepare clear, accurate reports and documentation for Student Support Groups, Disability Inclusion Profile applications, and other school-based processes.
SC6
Capacity to manage an independent caseload, prioritise tasks effectively, and contribute to operational and strategic planning for therapy services within the school environment.
Role Statement: Occupational Therapist ¿ Bundoora Secondary College
The Occupational Therapist at Bundoora Secondary College will provide consultative and direct clinical services within the school environment to support students with sensory processing differences, Autism Spectrum Disorder (ASD), and other disabilities impacting functional and educational participation. The role encompasses assessment, intervention planning, program delivery including group programs, and collaboration with teaching staff, families, and external agencies to promote student engagement and curriculum access.
Key responsibilities include:
Assessment & Intervention¿Conduct comprehensive assessments of students¿ functional, sensory, and motor skills. Develop and implement evidence-based intervention programs tailored to individual needs, including regulation, self-care, and classroom participation.
Collaborative Practice¿Work closely with teaching teams to integrate occupational therapy strategies into Individual Education Plans (IEPs) and classroom programs. Provide consultation and modelling to staff to enhance student outcomes.
Professional Learning & Capacity Building¿Design and deliver professional development sessions for staff and parents on topics such as sensory processing, emotional regulation, and functional classroom strategies. Contribute to whole-school approaches to regulation and inclusion.
Case Management & Documentation¿Manage an independent caseload, maintain accurate records, and prepare reports for Student Support Groups and Disability Inclusion Profile (DIP) funding applications.
Leadership & Resource Management¿Support the development of school-wide strategies for functional skill development. Participate in operational and strategic planning related to therapy services. Manage occupational therapy resources and contribute to budget planning.
Community Engagement¿Liaise with external allied health professionals and agencies to ensure a holistic approach to student support. Build and maintain professional networks to enhance service delivery.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
For further information about this position, please contact Travis Clark on 03 9467 1511 or [email protected].