Occupational Therapist

Yarraville SDS caters for students aged from 5 to 18 years old with a diagnosis of moderate to severe intellectual disability. It has a current enrolment of 60 students. Yarraville SDS is committed to providing a learning environment that values the ability and individuality of each student. Keeping the students in the centre, our dedicated staff members support our students to learn in in ways that provide a basis for continued learning as they grow into safe, respectable and responsible citizens. At Yarraville SDS we are committed to providing a learning environment that values the ability and individuality of each student, ensuring all of our students have the opportunity to flourish and have every success in their learning. Students are at the centre of everything we do and our dedicated teachers, education support staff and allied health team support our students to learn in ways that provide a basis for continued learning as they grow into safe, respectable and responsible citizens. The school provides a safe, stimulating and flexible learning environment promoting our school vision Excellence in Learning.

KSC1: A knowledge of the use and application of a wide range of interventions to assist children with a physical disability to participate in school-based activities; including play, sensory regulation, social and emotional regulation, alternative access for learning, fine-motor and life skills.

KSC2: An understanding and commitment to using adaptive equipment to support participation and engagement across the school environment. 

KSC3. Demonstrated exemplary communication and interpersonal skills when working with students, families, colleagues, and other professionals. 

KSC4. Demonstrated capacity to work effectively in collaboration with therapy and teaching teams to devise programs that establish and extend a student¿s functional skills in a range of contexts.

KSC5. Highly developed organisational skills with a demonstrated ability to work independently, utilise effective time management strategies, establish priorities and meet deadlines.

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.

• work with students and their teams to assess students access to their learning and create functional goals.
• support students to understand and identify strategies to regulate their sensory and emotional systems. 
• use your knowledge of assistive technology to prescribe therapeutic equipment such as postural supports, wheelchairs, mounting and adaptive equipment.
• learn about other therapy disciplines, apply them to your practice, and share your knowledge with your team.
• participate in Student Support Groups and other planning meetings to share your expertise.
• Increase students daily independence with life skills and support with meal time equipment set-up and skill development

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

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.