Occupational Therapist

Skye Primary School is located in the City of Frankston in the south-eastern suburbs of Melbourne, approximately 38 kilometers from the Melbourne CBD. The school was established in 1873. Originally a rural school serving the local market garden community, the present-day surrounds include both suburban and rural aspects that maintain a unique setting and ambiance.

The School has undergone major capital works including the recent opening of a brand new basketball stadium including a music room, stage and commercial kitchen. Refurbishment of existing buildings have included the opening of the new Administration building and Library. A STEAM centre has replaced the old library space. The extensive grounds include a football oval, soccer pitch, two basketball / netball courts and three separate playground spaces including the `Prep Backyard¿. The school consists of five main buildings and four portable classrooms. The classrooms include flexible learning spaces with central open plan areas. An Out of School Care program operates from the portable classrooms.    

Skye¿s current enrolment is 428 students from Prep to Year 6. The 2023 Student Family Occupation Education (SFOE) index is 0.4460, indicating a downward trend.  

The staffing profile of Skye Primary School includes a Principal, Assistant Principal, Disability Inclusions Coordinator (LT) and 3 Learning Specialists. There are 24.8 teachers and 9.2 Education Support (ES) staff including 3 office administration staff and a qualified school nurse. There are 18 single-age grades and 2 composite grades ¿ a 2/3 grade and a 4/5 grade. Specialist subjects include Visual Arts, PE, Music, STEAM and Japanese (LOTE). All classrooms are fitted with Interactive TVs and a student device ratio of 1:2. I-pads are provided for P-2 students and laptops are available for Grades 2-6.  

Our Vision ensures that we are:

Inspiring successful learners through a connected community, empowering students for the future.

Skye PS has an enthusiastic and motivated staff with an extensive range of teaching experience. Teachers work collaboratively in Professional Learning Teams to analyse student data in order to plan highly effective learning opportunities, using explicit direct instruction to improve student outcomes. A priority for learning and teaching is to identify and understand the entry point of learning for every student, and to plan differentiated tasks that ensure individual success and learning growth for all students. The provision of clear learning intentions and matched co-constructed success criteria supports students to set personalised learning goals and enables teachers to provide targeted feedback.  

Our School Strategic Plan is focused on ensuring that metacognition and learning challenge is inherent for all students. Developing Learner Agency and building a culture of collective efficacy will further enhance the development of an aspirational and high achieving learning community. Clear goals have been set to empower students to be engaged, independent and self-regulating learners. Targets to improve student outcomes in both Reading and Numeracy are set to maximise the learning growth of every student. Professional Learning for staff is focused on evidence-based research and best practice that fosters the development of consistent approaches to whole school planning, assessment and delivery of lessons across the school.   

Skye PS promotes Schoolwide Positive Behaviour and prides itself on the use of restorative approaches to student wellbeing, with a strong emphasis on developing positive relationships, resilience, responsibility and respect. The wellbeing curriculum is focused on embedding the school values, and is supported by initiatives including Ripple of Kindness, Respectful Relationships and Kids Matter. All staff and students participate in our fortnightly `Tribes¿ afternoon, which is designed to build relationships vertically throughout the school. The `Inspire¿ program runs on alternate fortnights and offers teachers and students the opportunity to engage in passion inspired activities outside of their normal year levels. Programs include Drama, Journalism, AWFL & Cricket, Skye Sports, Yoga, Karate, Edison Bots (Coding), and Gymnastics¿ to name a few.

Skye PS values relationships and partnerships with the wider community. The school has an active PTF Association and a supportive School Council. Skye PS school is developing strong relationships with neighbouring schools and Pre-schools through various initiatives that include an Oral Language Program for families with pre-school children, collaboration with the local secondary college to develop excellence in numeracy practice in the Middle School (Yrs 5-8) and Communities of Practice (CoP) groups that enable teachers to come together to work on initiatives from Foundation to Year 12. Skye PS is an Ardoch partner school and through programs such as the Literacy and Numeracy Buddies, involvement with corporate partnerships ensure that students are exposed to opportunities outside of the school setting.  

SC1 Demonstrates ability to select and apply current evidenced based practice in the provision of Occupational Therapy practice in a primary school setting.

SC2 Relevant critical experience and/or knowledge or interest in the areas of paediatric disability practice and sensory processing.

SC3 Demonstrates ability to form collaborative partnerships with families, staff and community members from a range of professional and cultural backgrounds.

SC4 Demonstrates excellence in oral and written communication including developing relevant evidence based goals for students to inform IEPs and other support plans.

SC5 Demonstrates ability to use initiative for problem solving, setting priorities within the caseload and time management.

SC6 Demonstrated experience and capability to plan, implement and support adjustments for students identified for the Disability Inclusion Model,  including developing support plans for Disability Inclusion profile meetings.

Attendance: 1 day per week (Thursday) - 8.30 - 4.30pm

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.

The responsibilities of this position will be:

1      Regularly consult with teachers and parents in relation to the progress of students.

2.     Provide written and verbal assessment and recommendations to teachers and parents where appropriate.

3.     Work in consultation with teaching teams to develop relevant evidence based goals for students to inform IEPs and other support plans.

4.     Provide professional development to staff of the school and the external community as requested/appropriate.

5.     Meet regularly with the team and other staff in structured meetings regarding ongoing development and strategic planning of service provision to students, staff, parents and community         agencies.

6.     Keep accurate and relevant file notes for individual students and perform administrative duties.

7.     Understanding of the Disability Inclusion Model and the roles and responsibilities associated with supporting and implementing such programs in primary school setting.

• Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
• Must have an approved qualification in Occupational Therapy
• Must have a current Employee Working With Childrens Check.

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

• 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