Occupational Therapist - Prep - 12

Location: Melbourne | Northern Metropolitan
Job type: Part time / From 28/01/2025 - 19/12/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1456076
Selection CriteriaSC1. A sound knowledge of occupational therapy techniques and the ability to develop and provide occupational therapy on appropriate intervention strategies relating to students' sensory and emotional regulation; self-care, fine motor, seating & positioning, and play skills.
SC2. Demonstrated ability to administer appropriate occupational therapy assessment and provide advice to staff and families on program delivery and follow up.
SC3. Demonstrated excellent communication and interpersonal skills including the ability to communicate effectively with a range of professionals, teachers, and parents on service delivery and student-based issues.
SC4. A commitment to professional learning and growth, including the delivery of professional development to others.
SC5. Demonstrated experience and capability to plan, implement and support adjustments for students identified for the Disability Inclusion Model, including developing support plans for Disability Inclusion profile meetings.
RoleCollaborate with therapy coordinators around delivery of therapeutic supports across the school, under a multi-tiered systems of support model.
· Contribute to therapy team planning and implementation of team and school goals.
· Incorporate school policies, procedures, and vision into delivery of therapy supports.
· Together with the allied health team, develop and deliver professional learning to all staff.
· Collaborate and build capacity within classroom teams to implement occupational therapy recommendations and programs to assist students' access to the curriculum and promote participation across the school day, according to students' individual needs, developmental level, and age appropriateness.
· Engage in assessments, report writing, and case meetings to support students' Disability Inclusion applications for funding.
· Collaborate with classroom teams to complete appropriate assessments to support the development of IEPs.
· Demonstrate creative, inventive, and innovative qualities to engage students, staff, and parents on relevant evidence-based interventions to support students' development in areas such as play, fine and gross motor skills, activities of daily living, sensory and emotional regulation, seating, and mobility.
Responsibilities· Commitment to ongoing professional learning and supervision as required by Australian Health Practitioner Regulation Agency (AHPRA) and Occupational Therapy Board of Australia.
· Effective management of caseload to ensure equity of all students.
· Document student progress and needs; and make recommendations to classroom staff to ensure student growth and continuity of consistent supports.
· Design, develop, and implement Occupational Therapy services through evidence-based research.
· Assist with the facilitation of Student Support Meetings with assigned classrooms.
· Attend and contribute to relevant school meetings and working parties.
· Collaborate with other therapy team members to implement and evaluate intervention strategies, particularly complex cases that may require cross-professional or external agency collaboration.
· Assist with maintaining links with external health professionals, community resources, and agencies.
· Maintain appropriate records and provide written and oral reports as required.
· Conduct regular reviews of students' equipment needs and ensure equipment is prescribed in a timely and sustainable manner.
· Liaise with and educate parents, caregivers, and staff on student progress and specific intervention strategies and/or equipment.
· Ensure occupational therapy equipment and resources are well maintained for safe use.
· Conduct oneself in line with all school and departmental policies and procedures, as well as those outlined by AHPRA and OT board of Australia.
Who May ApplyOccupational therapists with a positive attitude for learning and working with teachers to deliver a program to support students' readiness to learn and engage.
Experience in a special school is preferred but not essential.
Please ensure that your application includes:
A section that addresses the key selection criteria.A resume including relevant experience as well as personal details (name, email, and telephone numbers).Names and contact details (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.
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.
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 StandardsVictorian 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.
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.
Location ProfileHazel Glen College is located in the City of Whittlesea, one of Melbourne's fastest-growing municipalities. Hazel Glen College has an active and integral role in the ongoing development of the Doreen community hub.
The College commenced at the beginning of the 2014 school year with 143 students. Growth of the College was rapid, with the College growing to a current size of 2,300 students and 250 staff.
Currently, the College structures are a Kindergarten, Primary Years P-5, and Secondary Years 6-12. During 2025, the College will transition to a Primary P-6 and Secondary 7-12 model. A Child Family Centre, comprising kindergarten, extended day care, playgroups, intervention services, maternal health centre, and various other community service groups, co-located on the school site, creates an exciting and innovative early childhood education precinct.
The College vision, One College - Everyone Matters, leads the direction for our community. It is the expectation of all staff across the College to guide students and develop skills, attitudes, and values required to fully participate in the rich educational journey at the College and life in the 21st century.
Hazel Glen College enjoys outstanding physical resources that provide students with the best possible educational opportunities. The modern facilities and teaching and learning practice represent an exciting opportunity for students and parents and establish the College's culture, values, and nature.
Hazel Glen College is committed to the academic and personal growth of every student. A focused curriculum, dedication to innovation, and a culture of care and support allow us to meet this commitment. A balanced and comprehensive curriculum constantly challenges students to extend their learning. In providing 21st Century teaching and learning, there is a strong focus on student agency in learning and a comprehensive STEAM education program across the College.
Our aim is to challenge students to be the very best they can be and importantly, assist every student to reach their potential. Teaching the skills needed for a fulfilling life in the 21st Century, and supporting a love of learning that goes well beyond the classroom, is actively embraced by our College.

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