Occupational Therapist

Wangaratta District Specialist School is a multi mode specialist school catering for students with mild to severe intellectual and associated disabilities from five to eighteen years of age. We strive to provide a purposeful, comprehensive learning environment meeting the social, emotional and educational requirements of every student.

Nearly 50 teaching staff, Educational Support and specialist staff are passionately committed to working with families, carers, specialists, relevant outside agencies and the local community to ensure students achieve their maximum potential and targeted educational outcomes. Enrolment continues to increase with fervour. The 2024 school year began with 165 students enrolled.

WDSS is located in the Rural City of Wangaratta and services the Benalla, Myrtleford, Ovens and King Valleys, Rutherglen, Wahgunyah, and Wangaratta districts. Five buses transport students from within Wangaratta and to the surrounding districts.

WDSS is a part of the Wangaratta Learning Community (the other four local public primary schools and Wangaratta High School) and enjoys excellent relationships with other Catholic and independent schools. 6 students are dual enrolled.

The school¿s philosophy is reflected in its motto, `Together We Will¿. WDSS is a positive behaviour school and the 3 values join with the motto ¿Together we Will ¿ be learners, be safe, be respectful.  The belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening is an overarching philosophy. Strong and respectful relationships between all members of the school community are encouraged as is the active involvement and participation of students, staff, parents, caregivers, volunteers and the wider school community. This is reflected in the strong relationship the school has with all its stakeholders and the high regard with which the school is held in the wider community.

Currently the school is organised as a junior, middle and senior school, with 18 classrooms grouping students based on a variety of criteria, with a view towards helping students achieve short term goals as stepping stones towards a long term post school outcome. Class sizes vary from 5 students to 12 students and are staffed according to the student need in each classroom.
 

All students have an individual learning plan established in consultation with parents and relevant professionals.  In the last three years of school the focus is on transition to adult programs and this includes work experience, participation in TAFE programs and increased responsibility around the school and community.

1. Knowledge, ability and experience in the provision of occupational therapy services, in the area of paediatrics and developmental disorders. (Includes the possession of a recognised qualification in Occupational Therapy)

2.  Capacity to work cooperatively and to communicate effectively with a wide range of individuals including teachers, other support staff, parents and students.

3.  Ability to provide a range of assessments, program planning and implementation of intervention.

4.  Ability to evaluate programs and your professional performance and provide evidence of outcomes.

5.  Commitment to professional learning and growth with a willingness to engage in professional development activities, especially related to the range of impairments, intervention and evidenced based practice required to provide a quality service.

6.  Ability to work independently, to accept supervision as required and an ability to seek support and implement recommendations

To work collaboratively within transdisciplinary teams to develop and implement student's individual program plans and complete the school's requirements for assessment and reporting.
To provide individual occupational therapy services and consultancy with staff and students as required.

To attend meetings which include team meetings, staff meetings, departmental meetings and planning meetings for Individual Learning Plans and Program Support Groups as appropriate.
To demonstrate an innovative approach to planning and implementing occupational therapy programs.
To provide appropriate intervention strategies and advice regarding specialised aids and equipment to enable students to achieve optimal functioning.
To establish effective communication with teaching staff and to consult and advise other team members, families and caregivers regarding student management.
To take a leading role in occupational therapy programs and actively implement programs incorporating safe lifting and transferring of students.
To contribute to the education of teachers and teacher aides through staff meetings and professional development sessions.
To participate in personal and departmental appraisal processes.
To identify and participate in professional development consistent with identified personal and professional development needs.  This may involve participation in professional networks.
To support and promote a positive and motivating environment throughout the school.

Provision of Therapy Services
Provision of high quality, direct clinical services to a case load of children including assessment, task analysis, and intervention indicated by:

• application of contemporary theoretical knowledge in the assessment, treatment and review of children with a range of disabilities including cerebral palsy, Down syndrome, autism and intellectual disability
• assessment of children; planning and implementation of programs to facilitate and promote development in the areas identified within the Individual Education Plan (IEP) for each student.
• prepare for and attend Individual Education Planning meetings and other meetings as required to contribute to goal setting
• provision of individualised programs in the classroom and therapy rooms or community settings
• provision of group programs in the classroom and therapy rooms or community settings
   

Documentation and Reporting
Production of reports and documentation as required by the Department of Education and Early Childhood Development (DEECD) and Wangaratta District Specialist School evidenced by:
 

• production of high quality formal reports on standardised and other assessments
• production of reports for purposes determined by the school, for example, Program Support Group Meetings, Disability Program Funding Applications
• completion of reports and application requirements as required for direct service delivery, for example, applications for funding for students’ communication devices
• letters and other documentation to professionals and other agencies
• written summaries of intervention as required
• verbal reporting and liaison with other staff, parents, team meetings and other meetings as required

Program/Curriculum Development (in areas other than direct therapy provision)
 

• work with others to develop curriculum programs as required
• determine appropriate assessment tools and conduct assessments and work collaboratively to develop programs and resources for the provision of therapy services
• provide practical skills training to other staff as required within level of experience 

Professional Conduct
 

• adherence to Privacy legislation including respecting the confidentiality of students and families and staff
• attend  all meetings and observe meeting protocols as required
• show a willingness to accept responsibility and to work effectively, to work under limited supervision and to seek assistance as required

• participate in professional development and provide professional development in consultation with others and to level of experience
• participate in performance reviews as required
• develop an awareness of the resources and systems within the school, DEECD, funding bodies and professional organizations

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

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@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:

 Child Safe Standards: Policy | education.vic.gov.au

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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