Occupational Therapist

Selection Criteria

1. Knowledge, ability and experience in relation to the impact of intellectual and physical disabilities on learning for students aged between 5 and 18 years of age.
2. Demonstrated knowledge and clinical experience in the provision of occupational therapy services for students with physical disabilities within the school environment.
3. Experience and understanding in the use of sensory processing theory and practice in paediatric interventions and school settings.
4. Highly developed interpersonal and communication skills including demonstrated ability to consult, negotiate and liaise effectively with students, colleagues and significant others. 
5. Demonstrated capacity to plan and manage a caseload including the ability to reflect on practice and apply organisational skills that enable efficient prioritisation of workload.
6. Demonstrate skills in working as a part of a multi-disciplinary team and ability to contribute to a supportive professional culture.

Role

To support the education, development, participation, health and wellbeing of 

students through provision of allied health services.

Employees within the Allied Health Department at this level must carry a mandatory 

tertiary qualification (minimum 4 years):

Has a relevant degree or equivalent

Where required for practice, registration with AHPRA maintained

Eligible for membership with Occupational Therapy Australia

Provide standard professional services independently within defined organisational parameters:

Referral prioritisation and response under the supervision of Educational 

Support 1, Range 4 (ES1, Range 4)

Assess, evaluate and implement appropriate interventions to allocated caseload

Use of standardised assessments as available and where indicated 

Attendance at student specific meetings as requested by Principal Class,

classroom staff, families and/or outside agencies

Completion of school reports for students

Participate in weekly mentoring sessions with ES 1 Range 4 Therapists in

first year of employment at Barwon Valley School 

Consistently identifies appropriate agenda items for supervision

Consistently identifies appropriate agenda items for team meetings

Provide operational leadership and strategic planning in respect to professional service 

delivery within the priorities of their department, discipline and the school:

Independent management of own timetable and caseload

Prioritisation of own caseload

Giving guidance on individual student needs

Training of Educational Support  (ES) staff in relation to individual student 

programs

Consulting with teachers

Consulting with outside agencies

Consulting with families

Consulting with Principal class

Contribute to the organisational structure of the school e.g. yard duty, meal time 

assistance, attendance at required staff meeting

Influence management and other professional colleagues in respect to strategies:

Within department  e.g.  Liaise with occupational therapy aides regarding individual program provision

Classroom staff re: toileting profiles, meal time procedures, transfer (hoisting) procedures, etc.

Budgets- departmental

Policy development as part of the Allied Health team ¿ including representative on 

panels/committees, attendance at relevant discipline and therapy team meetings

Provision of professional information relevant to discipline 

Providing professional development

Making recommendations on items of equipment

Assisting with goal setting

Provide complex professional reports requiring in-depth factual analysis, including assessments 

and recommendations for consideration by others:

Educational Needs Questionnaires (ENQ)

Student reports

Funding applications

School Reports

Referrals to external services and agencies

Support to mainstream schools of dual placement students

Medical handovers

Documentation as per discipline code of conduct

Transition reports

Discipline specific reports

Conduct training and instruction to school colleagues within the professional field:

Provide basic training to classroom staff and therapy aides for daily management of student needs. 

This may include, but is not limited to: 

Sensory programs

Toileting profiles

Mealtime assistance training/procedures

Transfer (hoisting) procedures

If undertaking training in the above areas of students with complex needs, provision of 

mentoring will be required (internally by senior therapy clinicians (ES12 Range 4), or external 

therapists specialised in the field)

Assist senior therapy staff in the development and delivery of internal professional development

Attends relevant professional development

Responsibilities

Provide standard clinical professional services to students within the parameters of school policy 

and guidelines:

Development and implementation of basic procedures and programs for 

management of students¿ daily needs. This may include, but is not limited to 

Sensory programs

Toileting profiles

Mealtime assistance training/procedures

Transfer (hoisting) procedures

Range of movement programs

Equipment prescription and modification

Documentation of above interventions adhering to relevant disciplines¿ 

code of practice. This may include but is not limited to : 

The use of checklists

Case notes

Funding submissions

Referral/handover reports

Photographs

Recognises limits of professional competence and seeks guidance and advice from senior

 staff as appropriate

Additional Cross School Roles and Responsibilities may include:

Yard duty, including extreme weather duty

Being prepared to assist across the whole school if required

First aid assistance (if qualified)

Report incidents, near misses, OH&S issues, etc.

Additional duties as specified/required 

Attend and contribute to staff and LC meetings

Membership on committees (encouraged but not mandatory)

Voluntary attendance at in school professional learning out of school hours

Attendance at risk assessments ¿ voluntary attendance out of school hours

Staffroom duties

Cleaning and maintenance of equipment across the school

Voluntary attendance at school camps

Attendance of Professional Learning within working hours

CPR training

Support School initiatives within the dimensions of work, e.g. WWFT

As directed by the Principal within the dimensions of work

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Diversity and Inclusion

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 marrung@education.vic.gov.au

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.

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

Other Information

• 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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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

Barwon Valley is a Special Developmental School situated in Belmont for students from Foundation to Year 12. It is a purpose built facility which provides a friendly, stimulating, caring and secure environment for students with moderate to profound disabilities. We implement School Wide Positive Behaviour Support to promote positive behaviour, using our school values of TEAMWORK, RESPECT, FUN, DIGNITY and SUPPORT. Our vision is to provide maximum opportunities for all students to access and be involved in a comprehensive education based on the Victorian Curriculum. Teaching programs support students to reach their maximum potential in both school and community settings.  Our educational environment is comprised of Junior and Senior Learning Communities. Internal and external work experience programs are provided for students across the Senior Learning Community and strong links with local agencies and businesses support us with this program. An excellent staff/student ratio ensures that class groups have approximately 9 students. Students are actively involved in setting their learning goals in consultation with parents and other relevant personnel. We employ a diverse range of Allied Health Specialists including therapists, wellbeing personnel and nurses who support students to access their educational programs and support classroom staff in the delivery of these programs.