Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Hume - Wodonga
Reference: 1486435
Selection Criteria
Selection Criteria
SCI Relevant critical expertence and kn¿mvledge Of paediatric OT and its implementation in a school setting, Along with experience in supporting teaching teams to develop and deliver incluswe classroom practices,
SC2. Demonstrated ability to form ccdlaborative partnerships with families. staff and community members from a range of professional and cultural backgrounds. to support students safe and meaningful engagement in the school environment.
SC3. Demonstrated ability to use initiative for problem solving. setting priorities whthin the caseload and time managements. which includes 1:1, small group and whole class practice.
5. Demonstrated experience and capabilities plan, implement and support adjustments for students inolud.ng develop.ng support plans. and working with teachers to develop their teacher practice,
Role
Visible
Description Type
Description
Internal and External Role
The Occupational Therapist will work within a multidisciplinary team model, supporting Students with intellectual disabilities and complex social and health needs.
Range 3 is distinguishéd by the introduction Of management responsibility and accountability for the delivery professional support gervicgs, The role will usually beyond the work area or professjonal field. Il geeks 10 gain caaperalion Of other staff members or members Of the SCh001 community to achieve spcc.ilic Objectives. such as ¿n school admi"iiStratian, operations Ot educational programs.
Direction on targets and gual$ is provided bul the position will have some degree Of latitude ill determining how they gre achieved. This latitude will generally be limited by standard procedures and school policy, Deviation from standard prucgdures and sclbcol policy will require guidance and direction from senior management,
The provision af business management responsibilities becomes a feature at range 3. Management of staff to achieve the expecied outcomes iS 
key responsibility- Staff management issues will be resolved with minimal reference 10 seniOt management, although guidance will be required in more complex cases, Seq1iET management will be providOd with timely reports and advice. although this will generally be cortfirteti to mattets relating to the immediate iNO<k area, service psovision or educational program arid is unlikely to impact substantially on whole af school operations.
This is minimum range for positions [hat carry a mandatcty qualification requirement of not less then four years. Profess»aoal support positions become a feature at range 3 (e.g. therapists, psycholagiStSl Where standard professional services are delivered. Professional support and guidance 'Will be close at har¿tf and deviation stat%.lard procedures and school policy will require guidance and direction from senior management.
Responsibilities
Re relevant to the occ
Visible
Description Type
Description
Internal and External
Responsibilities
The OT will be responsibde to the leadership team for the provision of occupational therapy services within a capacity building model and will comply with professional standards developed oy Bolvoir Special School and tho mission and vision of aur school.
Responsibilitjes includei
Provide high quality. evidence based. neuro aflirmirvg Occupational Therapy supports to students aged 5-18 years.
Consult with parents, carers and staff at aelvoir Special School to support students meaningful and safe engagement in the school environment as relevant to the occupational therapy scope of practice.
upational therapy scope of practice.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
Child Safe Standards
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
DE Values
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
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
LOCATION PROFILE
Belvoir Special School is a multi-mode specialist school in Wodonga which provides a high-quality educational program for students with mild, moderate and profound intellectual disabilities. Many students also have a level of Physical disability. Students range in age from five to eighteen years of age. In 2014 the school moved to a brand-new purpose-built facility. Current student population is 156. To attend the school students must meet the statewide eligibility criteria and are enrolled at Belvoir Special School after consultation with parents, previous schools or kindergartens and appropriate paramedic personnel if needed, in accordance with the school's documented enrolment policy. Our school's philosophy is reflected in its programs and based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Belvoir is a School Wide Positive Behaviour Support School and has developed a school culture that is reflected by the ideals of SWPBS. As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community. Belvoir is committed to developing lifelong learners who are encouraged to pursue their individual strengths and talents. Our aim is to enable all students who graduate from Belvoir to live an `enviable life¿ which allows them to achieve all their dreams. To do this we require committed teachers and support staff who see the special characteristics of all our students and will strive to ensure each individual feels safe, is confident and valued as a person.