Job Description
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: 1439127
Location Profile
Belvoir Special School is a multi-mode specialist school in Wodonga which provides a high-quality educational program for students with mild, moderate and profound intellectual disabilities. Students range in age from five to eighteen years of age.
In 2014 the school moved to a brand-new purpose-built facility which has been constructed for a peak enrolment of around 220 students. Current student population is 200.
To attend the school students must meet the state-wide eligibility criteria and are enrolled at Belvoir Special School after consultation with parents, previous schools or kindergartens and appropriate paramedic personnel if needed, in accordance with the school's documented enrolment policy.
Our school's philosophy is reflected in its programs and based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Belvoir is a School Wide Positive Behaviour Support School and has developed a school culture that is reflected by the ideals of SW-PBS.
As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community.
Belvoir is committed to develop lifelong learners who are encouraged to pursue their individual strengths and talents. Our aim is to enable all students who graduate from Belvoir to live an 'enviable life' which allows them to achieve all their dreams. To do this we require committed teachers who see the special characteristics of all our students and will strive to ensure each individual feels safe, is confident and valued as a person.
Selection Criteria
SC1. Relevant critical experience and knowledge of paediatric OT and its implementation in a school setting. Along with experience in supporting teaching teams to develop and deliver inclusive classroom practices.
SC2. Demonstrated ability to form collaborative partnerships with families, staff and community members from a range of professional and cultural backgrounds, to support students safe and meaningful engagement in the school environment.
SC3. Demonstrated ability to use initiative for problem solving, setting priorities within the caseload and time managements, which includes 1:1, small group and whole class practice.
SC4. Demonstrated experience and capability to plan, implement and support adjustments for students including developing support plans, and working with teachers to develop their teacher practice.
Role
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 employees' position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
The OT will be responsible to the leadership team for the provision of occupational therapy services within a capacity building model and will comply with professional standards developed by Belvoir Special School and the mission and vision of our school.
Responsibilities include:
Provide high quality, evidence based, neuro affirming Occupational Therapy supports to students aged 5-18 years.
Consult with parents, carers and staff at Belvoir Special School to support students meaningful and safe engagement in the school environment, as relevant to the occupational therapy scope of practice.
Providing formal and informal assessments, recommendations and support for disability inclusion profiles.
Contribute to and participate in school wide initiatives and communities of practice as relevant to occupational therapy scope of practice.
Design and implement programs according to students' individual needs and based on developmental level and age appropriateness (in consultation with teachers, parents/carers, as appropriate).
Work collaboratively within a multi-disciplinary allied health team, in consultation with school wellbeing team, teaching staff and school leadership.
Liaise with external therapy providers and equipment suppliers to ensure students have access to the necessary supports and equipment to successfully engage at school.
Develop and provide relevant and engaging professional development training for school staff as relevant to the occupational therapy scope of practice.
Keep accurate and relevant file notes.
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 Commitment
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.
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.
DE Values
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.
Other Information
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.
Please ensure that your application includes:
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home).
A section addressing the selection criteria and the requirements for application under the Who May Apply section.
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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