Occupational Therapist .60 negotiable

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.

-         Manage the delivery of support services to students, teachers, parents and other school clients.

-         Provide consultative support for teaching staff as needed including developing and delivering ongoing professional development, implementing group intervention programs, developing visual resources, and upskilling staff in various areas of occupational therapy.

-         Respond to referral requests to support specific student or small groups based on needs identified by school staff.

-         Complete assessments and reports for Program for Students with Disability funding reviews/Disability Inclusion Profile development.

-         Liaise with external service providers to provide professional feedback and collaborate on goals and intervention strategies.

-         Supervise and provide guidance to therapy tutors and placement students to assist classroom programs in various areas of occupational therapy.

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

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 *******@education.vic.gov.au

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 sensory and physical impairments, and/or autism spectrum disorder.

The school is a purpose-built facility located in a quiet residential area in the eastern suburb of Burwood East and provides an attractive and safe learning environment. Learning areas include well-equipped classrooms, dedicated specialist spaces and outdoor learning zones.

The school caters for a total of 91 students, with an enrolment of 77 school-aged students and 14 pre-school students involved in the Early Education Program. School-aged students attend school daily from 9:00am to 3:00pm.

The school zone covers eastern suburbs located in the cities of Whitehorse, Maroondah, Boroondara, Manningham and Monash, 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 use the Victorian Curriculum F - 10 and Towards Foundation Levels A - D to plan individual learning for students, and also offer ASDAN programs for our senior secondary students in preparation for their post-school transition. Teachers have time to collaborate via the PLC structure and also benefit from the further supports of dedicated curriculum leaders.

Student¿s outcomes are at the centre of our decisions. 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 attaining skills, knowledge and independence that they will use as young adults when graduating at 18 years of age

Staffing

The school is staffed with 14 classroom teachers, 3 specialist teachers, 17 teacher assistants, 2 occupational therapists, a speech therapist, a consultant physiotherapist, a family support coordinator, admin support team and leadership team. This team 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 organized parent activities such as seminars, information evenings and social events.