Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 5
Occupation: Other
Location: Melbourne - Eastern suburbs
Reference: 1507584
SC 1 Demonstrated expert discipline knowledge and skills to lead colleagues to establish quality programs and environment with appropriate reasonable adjustments to enable all students to achieve their full potential.
SC 2 Demonstrated exemplary interpersonal and leadership skills to foster collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC 3 Demonstrated ability to work professionally with individuals and teams at all times, including challenging situations.
SC 4 Demonstrated effective time management and organisational skills to maintain and monitor quality programs and environment for students and staff while contributing to the implementation of whole-school improvement initiatives.
SC 5 Demonstrated capacity to reflect upon their own, others and whole-school practice. Demonstrated ability to lead the development of skills, knowledge and performance of colleagues to improve student learning and wellbeing.
Applicants with the aptitude, experience and/or qualifications in the discipline of Speech Pathology or Occupational Therapy to fulfill the specific requirements of the position.
Team Leader
Support student funding application (Disability Inclusion Profiles) - Attending relevant training, updating therapy team on relevant information, implementing profiles, provide consultation and support to classroom staff etc. to capture required evidence
Represent therapy team as part of leadership team
Lead and facilitate therapy team meetings (journal club, EBP, professional bodies, sharing PD (completed and upcoming opportunities), case discussion)
Identify and coordinate professional development needs for therapy team
Provide wellbeing support to the therapy team (goal setting, check-ins)
Review and ensure therapy team operates in line with relevant policy e.g. DET sensory room policy, safe oral eating and drinking form etc.
Increased involvement in wellbeing PLC
Networking with OT/SP in schools
Initiate care team meetings for complex student needs
Manage external therapy consultation requests (check required documents are completed and forward requests to relevant staff)
Coordinate pre-service therapist placements
Collaborate with the school¿s Mental Health Practitioner, Family Support Coordinator and NDIS Navigator
**Team leader to also complete discipline specific senior therapist responsibilities as required
Senior Therapist
Provide discipline specific supervision for junior therapists and therapy tutors
Implement school-wide initiatives (e.g. `More to Say¿ or `Are we Ready¿ campaign)
Implement/review discipline specific Tier-1 strategies to support DI transition
Complete student profiles with relevant assessment (e.g. Mealtime Profiles, Toileting Assistance Profiles)
Complete assessment and writing funding reports/documentation for PSD/DIP
Implement classroom therapy support programs and monitor progress
Respond to compass referrals from classroom staff
Respond to external therapy consultation requests
Provide professional learning opportunities to teachers and ES
Provide mealtime assistance
Manage discipline budget and resources
Termly classroom observation and subsequent check-in meetings
Attend SSG meetings as required
Attend and contribute to PLCs
Identify need for specialised equipment across school (e.g. Rifton chair, specific communication strategies/programs, safe travel restraints)
Networking with OT/SP in schools
Supervise pre-service therapist placements
Grant applications
¿ As a member of the leadership team lead, develop and/or implement key policy initiatives/improvement strategies in health and wellbeing in a school or group of schools
¿ Specialist in an area of their profession and relied on for expertise in their profession
¿ Manages a defined service delivery function or project/s
¿ Undertakes advanced interventions in dealing with particularly complex cases that may require cross-profession or agency collaboration
¿ Makes decisions on complex intervention strategies that may have significant consequences for students and their families
¿ Contributes to the development of knowledge and innovation in a specific field of the profession
¿ Provides leadership, training, and development for others in the adaptation and application of professional concepts which relate to health and wellbeing
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
Description and Location
Burwood East Special Developmental School provides educational programs for primary and secondary school-aged students with a moderate to severe intellectual disability. Some students may also have other areas of need, such as sensory and physical impairments and/or autism spectrum disorder.
The school is a purpose-built facility located in a quiet residential area in Burwood East and provides a safe and inclusive learning environment. Learning areas include well-equipped classrooms, dedicated specialist spaces and multiple outdoor learning areas.
The school currently caters for a total of 80 students, with an enrolment of 68 school-aged students and 12 pre-school students enrolled in the Early Education Program on a part-time basis. School-aged students attend school daily from 9:00am to 3:00pm.
The school¿s designated transport zone covers eastern suburbs, including the suburbs of Nunawading, Blackburn, Box Hill, Burwood, Balwyn, Hawthorn, Kew, Doncaster, Templestowe and Vermont South. Eligible school-aged students living within the designated transport zone have access to free transport to and from school.
Curriculum
We follow the Victorian Curriculum F - 10 V.2.0 to plan individual learning for students, and we also offer the ASDAN programs for our senior secondary students in preparation for their post-school transition. Teachers collaborate via the Professional Learning Community structure with the supports of dedicated curriculum leaders.
Students¿ learning and wellbeing outcome improvement are at the centre of every decision at Burwood East SDS. A teacher at Burwood East SDS is also seen as a learner, together we aspire to provide the very best education for students. We celebrate diversity and individuality, providing a safe and mutually respectful environment. An emphasis is placed on students developing skills, knowledge and independence that they will use as young adults in their post-school life.
Staffing
The school is staffed with 14 classroom teachers, 3 specialist teachers, 19 teacher assistants, 2 occupational therapists, 2 speech pathologists, a music therapist, a consultant physiotherapist, a mental health practitioner, a family support coordinator, an NDIS navigator, admin support team and leadership team. The team collaboration is vital to providing support to our transdisciplinary approach to student learning.
Community Involvement
Burwood East SDS encourages parent and community involvement. Participation in curriculum and social activities, celebration of student achievement and special events is valued and encouraged. Parents/carers frequently participate in organised parent activities such as information sessions and social events.