AddressNiddrie Autistic School is a government school in South West Victoria Region and has at its foundation a reputation for providing an exemplary education for students with autism from Prep to Year 3. There is a commitment to excellence, which is communicated, to staff, students and families. Members of staff have high expectations and a belief that every child can learn and achieve. The school has profound expertise in developing and implementing Individual Educational Plans (IEPs) and in assessing and monitoring the learning of students to ensure the goals in IEPs are achieved.
Niddrie Autistic School is situated 16 kms north of the Central Business District (CBD) in the suburb of Niddrie. The school enroll students diagnosed with Autism Spectrum Disorder. The philosophy of the school is to provide an intensive program for students with autism to build their social communication and sense of self and others which will guide their inclusion and participation through their early years of schooling and beyond.
To support the needs of autistic children and their families, the school provides initial support for each student as he/she moves to their designated neighbourhood mainstream or special school setting.
In 2021 the enrolment was 96 students. Eighty-two percent of these enrolments were boys and 18% of students come from a Language other than English background. The majority of students travel from a wide geographical area and travel to Niddrie by a contract bus service.
In 2021 a DET funded capital works project was completed, the school now has a new state-of- the art building comprising 12 new classrooms and collaborative learning areas. These works were part of the Stage 1 development of a bigger Master Plan for the redevelopment of the whole site.
As Niddrie Autistic School provides an educational program for autistic students from Prep to year 3, ensuring these students make a successful transition to further educational contexts from Year 4 is a vital focus not only of their program while at Niddrie Autistic School but also in the following years.
SC1 Application of Occupational approaches and methods related to service delivery and enablement in Sensory Processing Disorder and Autistic Spectrum Disorder.
SC2 Ability to deliver a comprehensive Occupational Therapy service to students and families in a specialist educational environment. Service encompasses assessment, analysis, reporting, individual/group work, education and program delivery advice.
SC3 Demonstrated capacity to work as part of a collaborative professional team and contribute to the achievements of the team through well-developed communication, networking and interpersonal skills.
SC4 Ability to contribute to the design and delivery of professional learning to other relevant professionals, in the area of Occupational Therapy combined with a demonstrated commitment to professional learning and growth for both self and others.
SC 5 Demonstrated high level oral and written communication.
The Role of Occupational Therapist Practitioner with the School is to provide consultative and direct clinical services within the school environment. It includes the responsibility for the development and planning of individual and group-based services to students, staff and parents. In addition the role will involve liaison with external agencies in the provision of equipment and service delivery. A component of the role may be the supervision of students and the delivery of professional development packages and educational material to teaching staff and parents.
The Role will also encompass a contribution to operational and strategic planning with respect to professional service delivery within the school.
Services are primarily school based relating to the students identified needs and curriculum based objectives. The model of service delivery is integrated into the classroom and collaborative with the family and involved community agencies.
Provide assessment and devise appropriate treatment programs for students referred by or discussed in a team or as requested by the Principal/Assistant Principal.
Work in consultation with teaching teams to undertake goal planning for students within the Individual Educational Programs (IEP's) framework.
Design, implement and evaluate treatment and learning programs according to students individual needs in collaboration with teaching staff.
Work collaboratively with teachers, parents and other community agencies where indicated to provide the best possible outcomes for the students at WAS.
Provide written and verbal assessments for engaged agencies, teachers and parents where appropriate. Maintain records and relevant documentation in student files.
Professional
Ensure a high personal standard of work.
Engage in peer review, performance appraisals, supervision and other quality assurance activities.
Assist in the provision of professional development for staff of the school.
Undertake relevant professional development.
Establish links with local paediatric OT's and relevant OT networks.
Responsibility for the maintenance of resources and systems in conjunction with other staff.
Engage in the development of school policies and procedures which relate to OT services, planning and delivery.
Undertake other professional duties as requested by the Principal.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Time fraction and working days are negotiable.
A written response to each of the Selection Criteria is mandatory.
Up to three referees who are able to comment on your application in relation to the Selection Criteria.
Referees other than those nominated may be contacted by the Panel.
- 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
