Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1520303
Apollo Parkways Primary School is in Greensborough, in Melbourne's outer northern suburbs. The current enrolment is 620 students with our school tours providing prospective families with an opportunity to experience all the wonderful aspects of Apollo Parkways. A significant percentage, 60.81% of our student population is drawn from outside our immediate neighbourhood.
The school's Student Family Occupation Education Index (SFOE) is 0.1646, with 11% of students from EAL (English as an Additional Language) background. These indicators are used by the Department of Education to differentiate the allocation of resources to school budgets based on the correlation between student SFOE and predicted student outcomes and place the school with a solid measure of school advantage.
The school is organised into 29 grades operating in grade level teaching teams. The school's curriculum is based on the outcomes required of the Victorian Curriculum and is both broad and comprehensive. A strong emphasis is placed on the teaching of literacy and numeracy, with whole school programming and coordination a key to the strength of these curriculum areas. The school has maintained a full complement of specialist programs in; The Arts, Physical Education and Sport, Languages (Italian) and STEM. The school also has a range of programs to support students in their learning. An enrichment program, The Pegasus Program, is offered to highly capable and talented students along with access to VHAP (Victoria High Ability Program).
Apollo Parkways is renowned for the use of Information and Communication Technologies (ICT). Our staff and students have access to and use of Apple iPads, MacBook Air laptops, Apple TVs and short throw interactive projectors. Google Classroom provides access for our teachers to collaborate on planning documentation and also allows for student access to a range of cohort resources.
Our school's achievements in a wide range of educational pursuits are widely acknowledged. On sporting fields our students excel in the competition of the Diamond Valley Primary School Sports Association where premierships are won each year in a wide range of sports. Individually our students have attained personal success with numerous gaining selection in Victorian representative teams.
The biennial Grade 5 and 6 Wakakirri performance is a highlight of The Arts program. Students enjoy the opportunity to choose to participate as an extracurricular activity. Apollo Parkways Primary School has achieved high praise and recognition from the Wakakirri organisers. Our most recent school performance has also showcased student talents as actors and choreographers; further broadening the opportunities afforded our students.
Our teaching staff is of the highest calibre where Professional Learning is part of the positive learning culture of the school. We regularly host visits from other schools where our quality programs and various initiatives are shared.
Our school is part of a supportive and engaged community where we provide opportunities for our families to come together and celebrate the many achievements of our students.
School Vision:
Apollo Parkways Primary School staff are enthusiastic, hardworking, and always aiming for success for our students. We strive to develop articulate, socially responsible, and resilient students who are always working towards their full potential. Our staff are committed to the moral purpose of giving students a comprehensive education enabling all students to become literate, numerate and curious learners who have the capacity to contribute to society now and in the future as global citizens.
Apollo Parkways Primary School values are:
Excellence
Kindness
Respect
The Apollo Parkways Primary School community has worked together to develop these shared values and understandings with regards to teaching and learning:
Students come from different backgrounds, learn at different rates, and have different learning styles.
The development of the individual's self-esteem and confidence is central to student learning.
Learning is best fostered in a supportive and challenging environment, which promotes enjoyment and success for every student.
Regular feedback and an opportunity to reflect about learning improves performance.
Transferring skills and making connections to real life situations greatly assists overall learning.
Therefore, learning should:
build on existing learning
promote individual success in learning
encourage students to think, collaborate and problem solve
foster a desire and enthusiasm for lifelong learning
assist students to improve their own learning
1. Occupational Therapy Knowledge and Experience
Demonstrated knowledge and experience as an Occupational Therapist supporting children and young people, including understanding of functional participation, sensory processing, motor development and strategies that support student independence within educational settings.
2. Supporting Inclusive Education and Disability Inclusion
Demonstrated understanding of inclusive education practices and the Disability Inclusion reform in Victorian schools, including the ability to contribute to Student Support Groups, support the development of student profiles, and assist teachers to implement appropriate adjustments.
3. Collaboration and Capacity Building
Highly developed interpersonal skills and the ability to work collaboratively with teachers, education support staff, leadership, families and external allied health professionals to build staff capacity and support inclusive classroom practices.
4. Implementing Practical Classroom Adjustments
Demonstrated ability to identify barriers to participation and provide practical strategies, environmental modifications and adjustments that support student engagement and independence in learning.
5. Professional Communication and Organisation
Strong organisational and communication skills, including the ability to document strategies, contribute to meetings, and provide clear guidance to staff to support consistent implementation of adjustments.
The successful candidate will be required to work one day per week.
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.
Apollo Parkways Primary School is seeking a qualified Occupational Therapist (Education Support Level 4) to join our Disability Inclusion team. The role will support students with additional needs to access learning and participate fully in the classroom and broader school environment.
The Occupational Therapist will work collaboratively with teachers, education support staff, families and allied health professionals to implement practical strategies and classroom adjustments that support student engagement, independence and wellbeing.
The role will contribute to the implementation of the Disability Inclusion reform, including supporting staff with adjustments, contributing to Student Support Groups (SSGs) and assisting with the development of evidence for Disability Inclusion Profiles.
This position is focused on consultative practice and building teacher capacity, ensuring that effective strategies can be embedded within everyday classroom teaching.
The Occupational Therapist will:
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
Essential Qualifications / Requirements
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.