Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Loddon Mallee - Campaspe
Reference: 1525158
Echuca Twin Rivers Specialist School is seeking applicants who display an understanding of the learning and teaching of students with special needs and who are committed to their profession.
Echuca Twin Rivers Specialist School is a rapidly expanding school, providing education for children ages 5-18 years with intellectual and associated disabilities. The school enrolment is approximately 118 students. We follow Victorian Curriculum using ABLES to assist assessment. The curriculum is based on individual needs and abilities and designed to be motivating, challenging and flexible with a significant focus on life skills and personal development.
Our 2022 - 2025 Strategic Plan has a student learning focus on Literacy, Numeracy and excellence in Education. The major emphasis is on literacy with a focus on reading, developing oral language and social skills. We believe that all our students need to be given a voice and the staff are dedicated to making the most of the school resources to achieve this goal.
Our Strategic Plan has a major teaching and learning focus on Literacy, Numeracy and Communication. All students work with iPads to strengthen literacy and numeracy skills. We offer a significant P.E.C.S program to build communication skills across different areas of the school.
The school has a strong wellbeing culture. In 2016 the school launched The Koorie Inclusive School Wide Positive Behaviour Support (KI SWPBS) program This evidence based approach supports positive school culture by creating safe, inclusive learning environments defined by proactive whole school systems to define, teach and support appropriate student behaviours.
Inclusion is of vital importance to our Community and links with mainstream schools and local sporting clubs are facilitated through community partnerships. The school promotes inclusion of all cultures, religion and gender identities and where local history, heritage and the values of the nation¿s first people can be explored and celebrated. Inclusion is promoted in our community and links with mainstream.
Family connections are vital and their continued support is greatly valued. Student wellbeing is a high priority and contact with most families on a daily basis provides holistic support not only to students but to caregivers. Our families come from a diverse background spread over a large geographical area.
Many of our students have high paramedical needs. Access to physiotherapy, occupational therapy, speech therapy and psychologist services is provided as required. Specialised therapy and augmented communication equipment is available to support these programmes.
The school prides itself on having an open and welcoming environment that encourages parent and community participation. Links with the community are encouraged. The school plays host to students on work experience, or community service programmes as well as providing onsite training for staff from local mainstream schools. We recognise and appreciate the challenging nature of the job and are proud of the professional commitment of all our staff.
Our school offers:
SC1 Experience, knowledge and skills in delivering Occupational Therapy services to students aged to 18 years of age with physical, intellectual and other neurodevelopmental differences within a multidisciplinary team.
SC2 Experience with a variety of paediatric assessments and frameworks used to inform modifications, prescribe equipment and to support engagement, participation, inclusion and enjoyment in learning and the school community.
SC3 Experience and understanding in the use of a range of evidence based paediatric interventions in school settings including sensory processing theory, practices that assist in managing risk and protecting safety of staff and students and fine motor development.
SC4 Strong oral and written communication skills to assist in the development and monitoring of evidence-based goals and/or recommendations for students to inform individual learning plans, Disability Inclusion Profiles, toileting plans and other support plans.
SC5 Demonstrated capacity to independently plan and manage a caseload including the ability to reflect on practice and procedures, to prioritise competing demands, to be organised and manage time effectively.
SC6 Highly developed interpersonal skills including the ability to communicate effectively with a range of professionals, teachers and parents on service delivery and student-based needs.
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 responsibilities of this position will be:
work under the direction of the school Principal and school leadership team
independently provide high quality standard occupational therapy services (assessment, treatment, modifications, equipment prescription and consultation)
focus on assisting the students to develop their occupational skills within the school environment
provide professional assessment, interventions and support services to students within the parameters of school policy and guidelines
administer and write reports for relevant assessments (e.g. sensory profile reports) to guide planning and support documentation
provide clinical management and intervention to students with sensory processing, fine motor, emotional regulation, social, physical, toileting, eating and drinking and other educational occupational differences
apply evidence-based interventions following person-centred assessment
provide professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by other stakeholders
evaluate and modify interventions and report on outcomes of interventions
provide documentation of occupational therapy services provided, including progress notes
initiate programs to improve the wellbeing and mental health of student cohorts and target groups within the school
plan, lead and evaluate structured small group programs (e.g. social emotional groups and sensory movement groups) to support identified student cohorts
monitor student progress and adjust interventions based on data and observed outcomes
provide recommendation reports or assessment reports for Disability Inclusion Profiles
provide expert advice to influence the strategic approach to student support and learning
creating reports, recommendations and plans to support Student Support Group (SSG), transitions and Behaviour Support Plans (BSPs) when required for students with a disability
refer students to suitable external services for additional support
consult with NDIS providers and private practitioners to coordinate and collaborate student occupational therapy services
provide advice and support to staff in implementing interventions and strategies to support students
collaborate with the Engagement and Inclusion teams to evaluate and enhance student learning & engagement
work collaboratively with teachers, other professionals, parents and students
provide relevant professional learning to school staff and leadership around supporting students with Occupational Therapy needs and/or disability needs
assist in establishing Individual Education Plan (IEP) goals and support strategies as required
communicate professionally with school staff, parents and external agencies
participate in staff meetings, professional learning committee meetings and other team meetings where appropriate
adhere to privacy legislation, policies and procedures of Echuca Twin Rivers Specialist School
coordinate or assist in the implementation of specific professional in-service training programs for teachers, parents, schools and other professionals
develop and/or maintain appropriate data collection, interpretation, procedures, confidential record keeping and report systems for individual students referred for occupational therapy services in line with the Department of Education and Echuca Twin Rivers Specialist School policies and procedures
meet with the appointed contact person on a regular basis to share information and organise workflow
liaise with professional in other schools, external agencies and community organisations to ensure coordinated provision of service to students, parents and families
remain up to date with current research and literature relevant to the role and maintain learning that demonstrates a strong commitment to ongoing professional development
independently manage your credentialling and registration such as AHPRA and WFOT registration
undertake additional duties as directed by the School Principal or leadership team
advise and support leadership team to manage manual handling and occupational health and safety within the school (as appropriate to your role)
undertake management of ordering equipment, resources and items to support service and students within budget
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
Satisfactory Evidence of:
National Police Check
Working with Children Check
Evidence of a relevant degree or equivalent
Maintain registration with AHPRA & be eligible for membership with your relevant professional body
Time fraction & salary range can be negotiated on a case-by-case basis depending on level of experience