AddressBelvoir Special School is a multi-mode specialist school in Wodonga which provides a high quality educational program for students with mild, moderate and profound intellectual disabilities. Around 45% of our students have a co-morbid diagnosis of Autism as well as an intellectual disability. Many students also have a level of Physical disability. Students range in age from five to eighteen years of age.
In 2014 the school moved to a brand new purpose built facility which has been constructed for a peak enrolment of around 220 students. Current student population is 200.
To attend the school students must meet the state-wide eligibility criteria and are enrolled at Belvoir Special School after consultation with parents, previous schools or kindergartens and appropriate paramedic personnel if needed, in accordance with the school¿s documented enrolment policy.
Our school¿s philosophy is reflected in its programs and based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Belvoir is a School Wide Positive Behaviour Support School and has developed a school culture that is reflected by the ideals of SW-PBS.
As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community.
Belvoir is committed to develop lifelong learners who are encouraged to pursue their individual strengths and talents. Our aim is to enable all students who graduate from Belvoir to live an `enviable life¿ which allows then to achieve all their dreams. To do this we require committed teachers who see the special characteristics of all of our students and will strive to ensure each individual feels safe, is confident and valued as a person.
SC1: A capacity as an Occupational Therapist to deliver a comprehensive Occupational Therapy service to students with intellectual disabilities in a school environment.
SC2: Highly developed interpersonal and communication skills including demonstrated ability to consult, negotiate and liaise effectively with students, colleagues, families and members of the school.
SC3: An ability to assess student skills and maintain appropriate documentation including treatment plans/goals and written reports in accordance to DET guidelines.
SC4: An ability to develop and implement purposeful and relevant occupational therapy programs across the school.
SC5: Willingness to be a positive and productive member of a multiple disciplinary team to support school wide initiatives and a capacity to adjust to change.
The Occupational Therapist will work within a multidisciplinary team model, supporting students with intellectual disabilities and complex social and health needs.
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 OT will be responsible to the leadership team for the provision of occupational therapy services within the transdisciplinary model and will comply with professional standards developed by Belvoir Special School and the mission and vision of our school.
Implementation of Occupational therapy across the school for identified students.
Consult with parents, carers and staff at Belvoir Special School in the areas of occupational therapy.
Liaise with medical/para professionals to organise necessary resources/equipment for students.
Assess and write comprehensive reports, following departmental guidelines to support PSD applications.
Complete sensory profiles on students, and support the recommendations in the classroom.
Work collegially within a multidisciplinary team.
Guide professional development for parents and staff in areas of Occupational therapy.
Be flexible and willing to implement areas in the AIP and strategic plan.
Attend professional development and networks.
Providing professional development for staff in the areas of Occupational Therapy within the curriculum.
Development of whole school approach to occupational therapy.
Attend meetings e.g. staff, department and student support group.
Assist with the supervision of students in the playground, on excursions and during therapy sessions.
Carry out responsibilities as directed by Principal Class.
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
- 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
