Occupational Therapist - Flexiable Work Option

Bellbridge Primary School opened in 1987 and is situated in the rapidly growing City of Wyndham. It has an enrolment of approximately 615 students organised into single grades with approximately 65 staff. Bellbridge Primary School is proud of its commitment to provide flexible, enriching, personalised education for all students which maximises outcomes, promotes personal growth and inspires lifelong learning. Our specialist subjects include Physical Education, Performing Arts, Visual Arts, AUSLAN and S.T.E.M. (Science, Technology, Engineering and Maths).

The work we do is guided by our School Strategic Plan which can be located on our school website. We maintain an equal focus on learning and wellbeing to achieve the best outcomes for our students. The key directions for current school improvement are focused on optimising learning growth for all students, empowering students to be active agents in their learning and improving the wellbeing of all students.

A guaranteed and viable curriculum is implemented in all key learning areas, which ensures a balanced and consistent approach to teaching and learning. Our staff work within a Professional Learning Community, ensuring that regular data analysis is used to drive teaching and meet individual student needs. We are an eSmart school and maintain a strong use of Information Communication Technology (ICT) in all classrooms. Our school based 1:1 netbook program is in place for all students in Grades 4 to 6.

The school vision of 'Individual Paths, United Journey' provides the guiding principles which inform all policies, practices and values within the school. This vision is supported by the implementation of our School Wide Positive Behaviour Support (SWPBS) program, which actively promotes positive behaviours in all classroom and non-classroom settings within our school. Staff and student wellbeing continues to be a key focus, supported by our involvement in The Resilience Project¿s education program. We foster inclusive practices as guided by the Disability Inclusion framework and work with external agencies to support the learning and wellbeing of our students. 

We aim to maintain strong relationships amongst students, staff, parents and the wider community. We have a strong network of student leaders, including School Captains, House Captains, Peer Mediators and our Student Representative Council. Our strong Active Travel program supports partnership with a number of community organisations, including Wyndham City Council, Bicycle Network and The Salvation Army. We foster a sense of teamwork and community engagement through a range of extra-curricular activities.

SC1  Demonstrated ability to deliver high quality occupational therapy and communication programs for students who require additional occupational therapy support, including the capacity to apply highly developed assessment, conceptual and analytical skills.

SC2  High level organisational, communication and interpersonal skills including the ability to consult with and work with other professionals in providing services to students with complex needs and challenging behaviour.

SC3  Demonstrated ability to design and deliver a comprehensive occupational therapy support and intervention programs in a school with implementation supported by teachers, Education Support staff, parents and relevant professionals, including providing specialist advice on appropriate intervention strategies to meet student needs.

SC4  Demonstrated ability to participate in and contribute to a collaborative team environment, developing supportive professional working relationships with staff, students parents and carers and providing advice and guidance to all involved.

SC5  Capacity to reflect upon personal practice, evaluate and participate in ongoing professional development to continually improve their professional competence.

The Occupational Therapist assist students to maximise their capacity to independently participate in a variety of activities across the school day.  These activities may be academic, such as writing skills as well as non-academic, including the development of social skills, sensory processing and self-care skills.

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy.  Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3.  Management of staff to achieve the expected outcomes is a key responsibility.  Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases.  Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years.  Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered.  Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

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 successful candidate will be required to demonstrate evidence appropriate Occupational Therapist qualifications.

1.    Provide assessment and prepare applications for individual funding for students.
2.    Screen and/or assess students with language, literacy, pragmatic, fluency and other communication difficulties.
3.    Complete diagnostic and assessment result reports as per school requirements.
4.    Liasing with other allied health and medical professionals as required.
5.    Provide verb or written assessment feedback to school staff and parents as appropriate.
6.    Design and deliver inclusive speech therapy support and intervention in a school environment with implementation supported by teachers, ES staff and relevant           professionals.
7.    Provide intervention/therapy to both individual students and groups as required.
8.    Complete written progress notes in accordance with school requirements.
9.    Provide frequent consultation with DI leaders, teachers, other professionals, staff, parents etc about possible management strategies.
10.  Provide informational guidelines and sessions exercises to school staff and parents as appropriate.
11.  Liaise with teachers and provide advice on modifying learning tasks in order to best meet student needs.
12.  Participate and attend SSG (Student Support Groups) meetings as required.
13.  Update and extend knowledge and skills repertoire regularly.
14.  Other duties required by the principal.
15.  Provide professional learning to staff, parents and carers.

Qualified Occupational Therapist 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

Starting date and time fraction are negotiable.

• 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