Job type: Full time / From 07/10/2024 - 06/10/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1435143 Job posted: 09/09/2024 Closes: 22/09/2024 Selection Criteria Relevant critical experience and knowledge of paediatric OT and its implementation in a school setting.
Along with experience and knowledge in supporting teaching teams to develop and deliver inclusive classroom practices.
Demonstrates ability to form collaborative partnerships with families, staff and community members from a range of professional and cultural backgrounds.
Demonstrates excellence in oral and written communication including developing relevant evidence-based goals for students to inform individual Education Plans and other support plans.
Demonstrates ability to use initiative for problem solving, setting priorities within the caseload and time management, which includes 1:1, small group and whole class practice.
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 This position is a 1.0 EFT: 8:00am to 4:06pm.
School Holiday attendance may be required for this position- up to 6 days.
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.
Responsibilities Conduct development assessments and observations of students in areas such as sensory motor, fine and gross motor skills, regulation and life skills.
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).
Evaluate Occupational Therapy service delivery, as measured by rate of achievement of students' goals, and feedback from staff, administration, and parents/carers.
Work in consultation with the Inclusion Team to undertake goal planning for students within the Individual Educational Programs (IEP's) framework.
Provide professional development/information sessions for staff.
Attend meetings e.g.
Staff, Education and Team meetings.
Student observations in a classroom environment and make recommendations for adjustments to educational program.
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.
Conditions of Employment 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.
Location Profile At Staughton College, we are deeply passionate about high-quality education and its positive impact on young people and their communities.
For us, education is more than just imparting knowledge; it's about nurturing the whole individual, fostering a love for learning, and equipping students with the skills and values they need to succeed in life.
Over the past decade, our college has grown significantly, now serving over 1,500 students with a dedicated team of 160 staff members.
Our community thrives on the belief that students excel when their learning and well-being are closely connected.
We are committed to creating an environment where every student has the opportunity to become the best version of themselves.
Our guiding philosophy is grounded in equity of access and high expectations, ensuring that all children will learn and achieve their full potential.
We ensure that all students leave Staughton College with a love of learning, a strong sense of self-worth, confidence, independence, risk-taking skills, and self-discipline.
Staughton College is a place where students are empowered to be dynamic members of our community, actively participating in both classroom learning and extracurricular activities.
Through our Staughton Student Matrix, we explicitly teach and acknowledge key positive behaviours that enhance learning, effort, and respect.
We believe that by investing in every staff member and supporting them in being their best, our students will be best placed to thrive.
This commitment is reflected in the ongoing support and the many opportunities we provide for professional growth in teaching and leadership.
Our teaching staff use point-of-need data and assessments to plan personalized learning environments, effectively engaging students and meeting their unique needs.
At Staughton College, we strive to exceed expectations, fostering a culture where everyone-students and staff alike-can grow, learn, and achieve excellence.
#J-18808-Ljbffr
