Senior Occupational Therapist (Therapy Mentor)

Our aim is to consistently provide a strong foundation from which students’ educational and personal development can grow. This will provide a structure that develops an important sense of identity along with educational success, opportunities for participation, involvement and leadership – all key aspects to developing self-esteem, resilience, confidence and maturity.  Our school philosophy is reflected in its engaging programs & based on the belief that children learn best in a co-operative environment that is happy, challenging & supportive.

ORGANISATION

The school population of approximately 340 is divided across two campuses. These campuses roughly equate to primary and secondary schools.  Each campus has leading teachers and learning specialists supporting the development of teacher capacity.  Emphasis is placed on the development of programs that address individual student needs, through Individual Learning Plans. Educational goals and priorities are reviewed every six months. Class groups are comprised of 6-12 students with a teacher and teacher assistant or with a team teaching structure. This ensures safe and effective learning environments, where individuals are respected and self-esteem and dignity are strongly advocated. The school has a trans-disciplinary approach to student learning with input from educators, therapists and parents.  The school employs over 30 therapists who spend time working in classrooms directly with teachers and collaborate during weekly case conferences.

Broadmeadows SDS has a School Wide Positive Behaviour Program and has developed a school culture that is reflected by the ideals of positive learning support. An emphasis is placed on students attaining skills and knowledge that they will use as young adults when graduating at 18 years of age.

1. Demonstrated leadership, expert advice and training of others in clinical areas, particularly more complex cases
2. Demonstrated exemplary therapy practice and clinical decision making, utilising discipline-specific evidence based practice principles especially in regards to complex assessment and interventions
3. Demonstrated support in managing delivery of therapy programs and services across the school and
4. Demonstrated capacity to provide feedback and support to therapists to enhance student outcomes, build effective collaboration and develop therapists’ clinical practice
5. Demonstrated capacity to work collaboratively with therapists, teachers, ES and leadership on school wide priorities

Therapy Mentors are responsible for:

1. Building capacity of therapy team to improve clinical practice through mentoring, feedback, observations, coaching and clinical and operational support.  
2. Modelling exemplary professional learning practice including through seeking feedback from others on their own practice as part of reflective practice principles
3. Building an effective staff team ensuring common and agreed goals and directions in accordance with the SP and AIP.
4. Promotion and advocacy for BSDS, its students and staff within our broader community.
5. Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
6. Modelling exemplary use of student and school data to inform decision making and drive improvement practice
7. Providing evidence-based feedback to staff to inform them of their practice and further enhance their professional development and effectiveness
8. Implementing and promoting whole school processes, structures and programs as supported by clinically relevant evidence based practice
9. Providing leadership, training and development for others in the adaption and application of professional fields
10. Engage with other mentors and therapy team leader to support and direct the priorities of the therapy team
11. Other duties as directed by the Principal.

The Department of Education and Training 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.

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

• 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