Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Education and training
Location: Hume - Greater Shepparton
Reference: 1545757
SC1 Demonstrated knowledge, skills and experience in the provision of Play Therapy services to children and/or young people with complex mental health, emotional regulation, behavioural and wellbeing needs, including an understanding of how sensory, environmental, psychosocial and functional factors can influence a student¿s participation, engagement and behaviour.
SC2 A capacity as a Play Therapist to deliver a comprehensive Play Therapy service to students within a school environment.
SC3 Demonstrated ability to work collaboratively with students, families/carers, teachers, Education Support staff, Allied Health professionals, Wellbeing staff and relevant external services, including the ability to translate clinical knowledge into practical strategies.
SC4 Demonstrated ability to design and deliver professional learning for teachers, education support staff and other relevant professionals, in the areas of language and communication to build the capacity of school staff to support students with their everyday environments.
SC5 Highly developed organisation skills with demonstrated ability to work independently and proactively. Effectively manage a caseload and referral priorities and identify emerging areas of student or school needs.
Gowrie Street Primary School is seeking a motivated and innovative Play Therapist to join our team.
You will work within a school environment where students experience challenges in the classroom, playground and across the community.
Your focus will be on understanding the factors impacting a student's regulation, behaviour, engagement and participation, then working alongside the student, teachers, Education Support staff and other professionals to create practical supports that help them successfully engage in school. It will also include building the capacity of staff to understand student needs, strategies of support and implementation through coaching and mentoring.
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.
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
Gowrie Street Primary School is located in northern Shepparton, just 200 metres from the Kaiela (Goulburn) River. In 2027, we will have around 200 students, representing a wonderfully diverse community - including approximately 35% First Nations students and 14% students with English as an Additional Language.
Our vision is that we are a community that takes strength from who we are: our diversity, our cultures and our histories. We aim to empower our students to seize life's opportunities, overcome challenges, and develop into creative, curious and active young people who love learning and understand how they can make a positive impact on their communities and the world.
Working alongside our community is central to who we are. This is reflected in our many programs, including our Wellbeing Team, universal healthy eating program, therapeutic supports, Paediatric Clinic, and engagement programs such as Hands-On Learning. We also embed the arts across our curriculum, giving every child the opportunity to express themselves creatively.
Our values: Excellence, Determination, Empathy and Pride, underpin everything we do. As a School-Wide Positive Behaviour Supports (SWPBS) school, we take a restorative approach to behaviour, focusing on building strong, positive relationships. We have a strong focus on literacy and numeracy, and we foster positive mindsets through goal setting, reflection and encouraging student agency.
There are many special features that make Gowrie Street unique. We are one of the few schools in Victoria where all students learn a local First Nations language, Yorta Yorta, as their LOTE subject. We also have an on-site Kindergarten and After School Care service, ensuring continuity and connection for families.
Our teachers work in collaborative teams, providing a supportive environment for new staff and ongoing opportunities for professional growth. Professional learning is closely aligned with our Annual Implementation Plan, and every teacher has the opportunity to be part of our School Improvement Team. With our small class sizes, we can provide the personalised support that makes a real difference for our students.
At Gowrie Street, we work hard, support one another, and warmly welcome new members to our team.