Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Eastern suburbs
Reference: 1510116
SC 1: Demonstrated experience in Paediatric Physiotherapy services including experience in assessment, development and evaluation of physical/ mobility programs for students with disabilities in an educational setting. Experience with manual handling is desirable.
SC 2: The ability to follow established school timelines and priorities, displaying time management skills with support from team leader and in consultation with school leadership.
SC 3: Demonstrated exemplary interpersonal and teamwork skills to relate effectively to students with additional needs and collaborate within a multidisciplinary team environment and develop collaborative working relationships with the team around the child.
SC 4: Demonstrated capacity to think creatively and refer to processes when met with a challenge or change within the work/ educational space.
SC 5: Demonstrated commitment to own clinical supervision, professional learning and growth for self and others, as well as an adherence to Department of Education values.
2 days / 15.2 hours per week.
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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Provide formal assessments and reports through the referral process
Contribute to the DIP process by providing evidence
Plan and present professional development sessions to school staff and the parent body
Creating and maintain appropriate records for students
Attend and contribute to relevant school meetings
Contribute to the development of school policy and curriculum and documentation
Work positively with team members, school staff, students and families
Seek and engage in profession development activities to develop knowledge and skills
Liaise in a profession manner with external agencies and community networks
Demonstrate satisfactory work performance
Assess each new student with physical impairments who does not have a current physiotherapist report or private physiotherapist and report back to staff and family within one term of commencing at the school
Demonstrate and model excellent teaching and learning strategies, which will assist teachers to facilitate a high level of success with students in their classrooms
Develop and maintain links with community resources and facilitate the maintenance of school community networks
Responsible to the Assistant Principal for the administration and implementation of the Physiotherapy programs/ interventions
Liaise with Team Leaders, teachers and parent/carers regarding student progress, needs or issues with respect to the program or student
Liaise with other professionals within the schools¿ network as required
Attend and contribute to relevant school meetings
Contribute to the development of school policy and curriculum and documentation
Work positively with team members, school staff, students and families
Seek and engage in profession development activities to develop knowledge and skills
Liaise in a profession manner with external agencies and community networks
Demonstrate satisfactory work performance
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
Yarra Ranges Special Developmental School (YRSDS) provides quality education programs for school-aged students 5-18 with a moderate to profound intellectual disability, many students also have additional impairments, including sensory, physical and/or autism spectrum disorder.
Additionally, Our Early Education Program supports pre-school children aged between 2 years eight months and 4 years 8 months with developmental delay in two or more areas. Students must meet the state-wide eligibility criteria to attend YRSDS and are enrolled in accordance with the school's documented enrolment policy. Furthermore, all students at YRSDS are entitled to a Disability Inclusion Profile, which will outline the specific level of adjustments needed for each student to effectively access the curriculum.
YRSDS is a purpose-built facility staffed by specialists dedicated to meeting the unique needs of our students. The school is organised into four sections: Early Education, Lower Primary, Upper Primary, and Secondary, each overseen by a member of the leadership team. This team includes a School Principal, two Assistant Principals, and several specialised staff members, such as a Leading Teacher, two Learning Specialists, an Inclusion Outreach Coach, a School-wide Positive Behaviour Support (SWPBS) Team Leader, a Therapy Team Leader, and an Education Support Leader. All working together to drive the school¿s vision and educational initiatives.
To address the medical needs of our students, we employ two registered nursing staff who also provide health training for all school personnel.
At YRSDS, we have a shared belief that all students are entitled to access the same learning experiences as their age- equivalent peers. All learning experiences for students aged 5 to 15 are designed according to the Victorian Curriculum 2.0 at age-appropriate levels. For our Early Education Program, we utilise the Victorian Early Years Developmental Framework, while our secondary students, aged 15 to 18 in their final three years, currently participate in an adapted program based on the Victorian Pathways Certificate. Our secondary students also have opportunities to develop recreation and work-related skill.
Individual student goals are collaboratively developed with families and/or caregivers, ensuring alignment with developmentally appropriate achievement standards from the relevant curriculum.
All students at YRSDS have an individualised Education Plan with key goals that are created in conjunction with the student, their parents/ carers and the teaching and therapy teams. Our workforce includes exceptionally skilled Teachers, Therapists (Speech, Occupational, and Physiotherapy), Mental Health Practitioners, Education Support Staff, Specialist Teachers and a Family support Co-ordinator. Utilising a multi-disciplinary approach, we provide ongoing and extensive adjustments to ensure that all students can engage safely and positively in their education.
Our school's philosophy emphasises the belief that all children learn best in a happy, challenging, and supportive environment. Teaching and learning at YRSDS is child-centred, with a focus on fostering independence.
Our instructional approach is based on Communication, School Wide Positive Behaviour Support and Structuring Functional Independence. Our vision is to build independence through active learning and our school values for the whole school community are:
Be Respectful.
Be Responsible.
Be Safe
These values are integral to all school policies and practices and are reinforced through positive partnerships with students, staff, parents, caregivers, volunteers, and the broader community.
Curriculum design and delivery is enhanced by the expertise of a committed and caring multi-disciplinary staff. The teacher to student ratio enables smaller classes (6-10 students) with education support staff working alongside the teacher, ensuring individualised support for all students.
We are proud to have achieved gold accreditation for School-wide Positive Behaviour Support (SWPBS) in 2022, 2023, and 2024.
We also host the internationally acclaimed MeTV, our onsite television broadcasting service. MeTV enhances our students' learning opportunities and contributes to our curriculum in a fun, interactive way. Information Communication Technology is embedded into student learning throughout the school.
The greatest strength of our school is a culture of warmth, inclusivity, and empathy. We actively foster partnerships among parents, students, staff, caregivers, volunteers, and the wider community, creating an environment that benefits every child.