Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference: 1541732
Who we are
At Melton Secondary College, our vision is a flourishing school community where challenge, curiosity and commitment lead to excellence. Guided by our mission to rise together ¿ proud of our community, ambitious in our goals, and committed to helping every student thrive ¿ we are united by our motto of Pursuing Excellence in everything we do.
We believe every student can succeed when they are known, challenged and supported. By maintaining high expectations alongside high levels of care, we create a learning environment where students flourish academically, socially and emotionally. Learning and wellbeing are inseparable, and we are committed to ensuring every young person has the opportunity to thrive.
Our staff are united by a strong moral purpose and a deep commitment to our community. We come to work each day believing that education has the power to transform lives. We embrace the challenges our young people face and work collaboratively to remove barriers, inspire curiosity and build the confidence and skills students need for success beyond school.
Melton Secondary College serves more than 1,400 students and employs over 200 dedicated staff. Every student is known, noticed and valued. We recognise that strong partnerships with families and the wider community are essential to student success, and together we create the conditions for every learner to flourish.
Our culture is built on trust, collaboration and continuous improvement. We foster psychological safety through strong relationships, shared trademark behaviours and courageous conversations that keep student learning at the centre of our work. Our trademark is more than a statement¿it is reflected in the way we lead, teach, collaborate and support one another every day.
How we support our staff and students
Melton Secondary College is a place where staff flourish. We are committed to developing exceptional teachers, leaders and educational support staff through purposeful professional learning, coaching and clear pathways for growth. Our comprehensive induction program supports both beginning and experienced staff to thrive from their first day.
We believe that when we invest in our people, everyone benefits. Staff wellbeing is supported through our innovative nine-day face-to-face fortnight, providing regular opportunities for flexible work, professional collaboration, deep thinking and renewal. By creating the conditions for staff to flourish, we enable them to deliver exceptional outcomes for students.
Student wellbeing is intentionally embedded into every school day. Each morning begins with a six-minute Morning Circle, fostering connection, belonging and readiness to learn through our Social Emotional Learning program. Students also participate in our highly valued Enrichment program, providing regular opportunities to explore interests, develop new skills and build meaningful relationships through experiences in the Arts, Sport, Communication and Service. These programs reflect our belief that curiosity, challenge and connection are fundamental to helping young people flourish.
KSC1 - Demonstrated experience, skills and knowledge relevant to the position. Current registration to practice as an Occupational Therapist.
KSC2 - Demonstrated capacity to engage and work with young adults and the school community and an awareness and understanding of the issues encountered by young people.
KSC3 - Demonstrated ability to provide a comprehensive occupational therapy service within a school environment, including functional assessment, observation, consultation, intervention and development of practical recommendations. Demonstrated capacity to identify barriers to learning and participation and collaborate with teachers, students and families to develop, implement and evaluate evidence-informed adjustments and supports.
KSC4 - with the ability to communicate complex functional information clearly and translate occupational therapy recommendations into practical strategies for students, teachers, Education Support staff and families. Demonstrated ability to maintain accurate, comprehensive and confidential records in accordance with professional and organisational requirements.
KSC5 - Highly developed organisational, interpersonal and consultation skills, including the ability to work collaboratively within a multidisciplinary team and with teachers, school leaders, Education Support staff, families and external professionals.
The Occupational Therapist would work as a key member of the school's Disability Inclusion team to identify and reduce functional barriers to students' learning and independence. The role provides specialist advice, consultation, targeted intervention and staff capability building to strengthen the implementation of inclusive practices, reasonable adjustments and a multi-tiered system of support.
The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.
They will work collaboratively with the Allied Health and Inclusion teams to ensure that all students can access learning environments and experience learning growth each day.
As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic).
Further information is available from the Melton Secondary College Assistant Principal Lauren Walton ¿ 03 9743 3322 or [email protected]
Conduct functional observations and assessments across classrooms and school environments to identify barriers affecting students' engagement, independence, regulation, organisation, communication and participation.
Translate identified functional needs into practical, evidence-informed strategies and adjustments that can be implemented within the educational environment.
Collaborate with teachers, Education Support staff, Inclusion staff and families to develop, implement and monitor personalised adjustments that enable students to access learning and participate alongside their peers.
Provide specialist advice and evidence to support Disability Inclusion Profile applications, particularly in identifying functional needs and demonstrating the adjustments required to support participation.
Contribute to the development of high-quality, measurable adjustment plans within Individual Education Plans, Student Support Group processes and other personalised planning.
Build staff capacity through classroom observation, modelling, coaching, consultation and professional learning focused on inclusive practice and functional adjustments.
Develop practical resources, exemplars and adjustment guides that enable staff to confidently implement inclusive strategies within everyday classroom practice.
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