Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Barwon South West - Greater Geelong
Reference: 1518405
Knowledge, ability and experience in relation to the impact of intellectual and physical disabilities on learning for students aged between 5 and 18 years of age.
Demonstrated knowledge and clinical experience in the provision of occupational therapy services for students with physical disabilities within the school environment.
Experience and understanding in the use of sensory processing theory and practice in paediatric interventions and school settings.
Highly developed interpersonal and communication skills including demonstrated ability to consult, negotiate and liaise effectively with students, colleagues and significant others.
Demonstrated capacity to plan and manage a caseload including the ability to reflect on practice and apply organisational skills that enable efficient prioritisation of workload.
Demonstrate skills in working as a part of a multi-disciplinary team and ability to contribute to a supportive professional culture.
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.
Employees within the Allied Health Department at this level must carry a mandatory tertiary qualification (minimum 4 years):
Has a relevant degree or equivalent
Where required for practice, registration with AHPRA maintained
Eligible for membership with Occupational Therapy Australia
Provide standard professional services independently within defined organisational parameters:
Referral prioritisation and response.
Assess, evaluate and implement appropriate interventions to allocated caseload
Use of standardised assessments as available and where indicated
Attendance at student specific meetings as requested by Principal Class, classroom staff, families and/or outside agencies
Completion of school reports for students
Consistently identifies appropriate agenda items for supervision
Consistently identifies appropriate agenda items for team meetings
Provide operational leadership and strategic planning in respect to professional service delivery within the priorities of their department, discipline and the school:
Independent management of own timetable and caseload
Prioritisation of own caseload
Giving guidance on individual student needs
Training of Educational Support (ES) staff in relation to individual student programs
Consulting with teachers
Consulting with outside agencies
Consulting with families
Consulting with Principal class
Contribute to the organisational structure of the school e.g. yard duty, meal time assistance, attendance at required staff meeting
Influence management and other professional colleagues in respect to strategies:
Within department e.g. Liaise with occupational therapy aides regarding individual program provision
Classroom staff re: toileting profiles, meal time procedures, transfer (hoisting) procedures, etc.
Budgets- departmental
Policy development as part of the Allied Health team ¿ including representative on panels/committees, attendance at relevant discipline and therapy team meetings
Provision of professional information relevant to discipline
Providing professional development
Making recommendations on items of equipment
Assisting with goal setting
Provide complex professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others:
Educational Needs Questionnaires (ENQ)
Student reports
Funding applications
School Reports
Referrals to external services and agencies
Support to mainstream schools of dual placement students
Medical handovers
Documentation as per discipline code of conduct
Transition reports
Discipline specific reports
Conduct training and instruction to school colleagues within the professional field:
Provide basic training to classroom staff and therapy aides for daily management of student needs. This may include, but is not limited to:
If undertaking training in the above areas of students with complex needs, provision of mentoring will be required (internally by senior therapy clinicians (ES1 Range 4), or external therapists specialised in the field)
Assist senior therapy staff in the development and delivery of internal professional development
Attends relevant professional development
Provide standard clinical professional services to students within the parameters of school policy and guidelines:
Development and implementation of basic procedures and programs for management of students¿ daily needs. This may include, but is not limited to
Documentation of above interventions adhering to relevant disciplines¿ code of practice. This may include but is not limited to :
Recognises limits of professional competence and seeks guidance and advice from senior staff as appropriate
Additional Cross School Roles and Responsibilities may include:
Yard duty, including extreme weather duty
Being prepared to assist across the whole school if required
First aid assistance (if qualified)
Report incidents, near misses, OH&S issues, etc.
Additional duties as specified/required
Attend and contribute to staff and LC meetings
Membership on committees (encouraged but not mandatory)
Voluntary attendance at in school professional learning out of school hours
Attendance at risk assessments ¿ voluntary attendance out of school hours
Cleaning and maintenance of equipment across the school
Voluntary attendance at school camps
Attendance of Professional Learning within working hours
CPR training
Support School initiatives within the dimensions of work, e.g. WWFT
As directed by the Principal within the dimensions of work
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
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.
Barwon Valley is a Special Developmental School situated in Belmont for students from Foundation to Year 12. It is a purpose built facility which provides a friendly, stimulating, caring and secure environment for students with moderate to profound disabilities. We implement School Wide Positive Behaviour Support to promote positive behaviour, using our school values of TEAMWORK, RESPECT, FUN, DIGNITY and SUPPORT. Our vision is to provide maximum opportunities for all students to access and be involved in a comprehensive education based on the Victorian Curriculum. Teaching programs support students to reach their maximum potential in both school and community settings. Our educational environment is comprised of Junior and Senior Learning Communities. Internal and external work experience programs are provided for students across the Senior Learning Community and strong links with local agencies and businesses support us with this program. An excellent staff/student ratio ensures that class groups have approximately 9 students. Students are actively involved in setting their learning goals in consultation with parents and other relevant personnel. We employ a diverse range of Allied Health Specialists including therapists, wellbeing personnel and nurses who support students to access their educational programs and support classroom staff in the delivery of these programs.