Occupational Therapist

Location: North East Region | Albury/Wodonga
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1451336
Location Profile Wodonga Middle Years College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school.
The clear strategic intention is to maximize opportunities for all students by developing their talents and challenging them to have high aspirations so they achieve their potential and become logical, self aware, collaborative and inquisitive.
Importantly, Wodonga Middle Years College seeks to develop skills and competencies so students are well prepared for future study in the next stage of their education.

Wodonga Middle Years College caters for 1,000 students in Years 7 to 9 on three campuses.

The development of one Middle Years College with two campuses provides the flexibility associated with larger schools while still maintaining opportunities for the development of strong relationships and knowledge of student needs that is enhanced in smaller schools.
The College also provides unique opportunities for teachers to develop extensive teaching expertise in this important stage of schooling - the middle years.

The College has created opportunities for teachers who wish to accept the exciting challenge of teaching in a uniquely authentic middle school program.
The College has high expectations of its students and the staff understand the importance of engaging their learners.

Our Mission - To be a student focused learning community from which our graduates will:
· Be confident, capable and self-motivated.

· Be comfortable living in a world of diverse people, cultures, and beliefs.

· Be able to establish and maintain effective relationships.

· Be tolerant and act with empathy.

· Be respectful of self and others.

· Make meaningful contributions to society ¿ the local and global community.

· Demonstrates intellectual tenacity and persistence in problem solving
· Be skilled analytic, critical, aesthetic and creative thinkers as the situation demands.

· Respond positively and appropriately to change and challenges.

· Set high expectations for themselves and act to meet those expectations.

· Flourish in a digital world and be a skilled user of evolving technologies.

· Be aware of post school options and successfully access them.

In the Middle Years College:
· Teachers specialise in meeting needs and improving outcomes for middle years students.

· Teachers generally work in a house across year levels.

· There are improved leadership options for Year 9 students.

· The Middle Years campuses have the scope to develop a variety of programs emphasising:
TLI (Targeted Literacy Intervention)
AAP (Academic Advancement Program)
Civics and Citizenship
· There is a concentrated focus on transition with stronger links and co-operation with neighbourhood feeder primary schools and the Wodonga Senior Secondary College.

· Common report writing, timetabling, roll marking and student management software is used at each campus.

· There are expanded curriculum offerings for middle years including:
Strong academic studies in all areas of the Victorian Curriculum including classroom and instrumental music.

The two campuses offer languages - Indonesian, Japanese
· Middle Years programs are not restricted by timetable constraints of senior campus requirements.

· Authentic purpose - student outcomes will include the completion or production of tasks relevant to the young people demonstrated through presentations, performance, creation and event management.

· Celebrate and share the opportunities that exist with the work of the Flying Fruit Fly Circus School.

· There are strong partnerships with the wider community including tertiary institutions, community agencies, and businesses.

Wodonga Middle Years College has three campuses: Felltimber, Huon and the Flying Fruit Fly Circus School.

Selection Criteria SC1.
A graduate or post graduate qualification in the Allied Health field - Occupational Therapy.

SC2.
Suitable experience in the contribution to programs, procedures and policies that foster resilience in children and young people and address their physical, social and emotional needs to support their educational needs
SC3.
Highly developed communication, networking and interpersonal skills to liaise with a range of people in the education community and beyond.

SC4: A capacity as an Occupational Therapist to deliver a comprehensive Occupational Therapy service to students within a school environment.

SC5: An ability to assess student skills and maintain appropriate documentation including intervention plans/goals and written reports in accordance to DET guidelines.

SC6: An ability to develop and implement purposeful and relevant Occupational Therapy programs across the school.

SC7: 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.

Role The Occupational Therapist will work within a multidisciplinary team model, supporting students with complex social and health needs.
Wellbeing participation and success across their school life from building skills for concentration, fine and gross motor skills and supporting behaviour needs.

The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision.
The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.

As an education support class position, this role supports the educational services being provided to students but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.
For more information on the responsibilities of an Education Support class level 1 range 4 employee, please visit:
The Occupational Therapist will be responsible to the leadership team for the provision of occupational therapy services within the multi-disciplinary model and will comply with professional standards developed by Wodonga Middle Years College 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 Wodonga Middle Years College in the areas of Occupational Therapy.

Liaise with medical/paraprofessionals to organise necessary resources/equipment for students.

Assess and write comprehensive reports, following departmental guidelines to support DIP 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.

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

EEO AND OHS CommitmentApplicants 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
Child Safe Standards 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:
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:
- 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
- A fulltime Education Support employee (48/52) is entitled to 152 hours (20 days) annual leave and 228 hours (30 days) additional paid leave in respect of each calendar year.
Part time employees receive annual leave entitlements on a pro rata basis, calculated according to the time fraction worked each calendar year.
Education Support employees are expected to use annual leave entitlements during school vacation periods, unless otherwise approved.
Public Holidays that fall during a period of additional paid leave are not regarded as part of that leave.

Application Procedures:
Wodonga Middle Years College does not bind itself to make any appointment whatsoever from applications received.


Applications must include the following:
* a covering letter;
* brief statements addressing each of the selection criteria;
* your resume/CV detailing employment history;
* names and contact numbers of two professional referees (include current employer/supervisor) who can provide comment on the selection criteria
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 #J-18808-Ljbffr