Ed Support Level 1-Range 4 - Occupational Therapist Job posted: 17/09/2024 Job type: Full time / From 07/10/2024 Organisation: Schools (Government) Salary: Salary not specified Reference: 1437479 Closes: 30/09/2024 Location Profile Located in Melbourne's Western suburbs, Sunshine Special Developmental School (SDS) offers a unique and innovative learning environment for students aged from 5-18 years with moderate to severe Intellectual Disabilities.
Sunshine SDS is a P-12 school and is organised around a Primary and Secondary Learning Centre Model.
The school is home to a wide range of students from diverse nationalities and cultural backgrounds.
Our Vietnamese community is strong and we welcome an increasing number of Burmese and African families into our learning community.
Sunshine SDS has an enrolment of 200 students and a staff complement of: 4 Principal Class, 4 Leading Teachers, 2 Learning Specialists, 26.9 Teachers and 53 Education Support Staff.
Our teaching and learning programs are tailored to meet the individual needs of students, and include the use of the ABLES (Abilities Based Learning and Education Support).
The teaching and learning of the school is driven by data that is used to establish priority learning goals for students and to report on progress.
Learning is aligned to the Victorian Curriculum, with an emphasis on English, Communication, Mathematics, Personal and Social Capability.
The school delivers curriculum through a variety of engaging, hands-on contexts for learning.
Some of these programs include play-based learning, enrichment programs and Intensive Interaction.
Students participate in specialist programs to strengthen engagement and stimulation.
These include Visual Art, Library, Bike Ed, Physical Education, Cooking and Respectful Relationships.
The school's team of Allied Health Professionals form a vital part of the support for all students and staff.
The team includes Speech Pathologists, Occupational Therapists, a Physiotherapist and Allied Health Assistants.
The school also has an African cultural worker and a Nurse to provide additional support for both students and families.
Sunshine SDS promotes and upholds our vision of 'Excellence in education for every student, every day without exception.' Our values are: LEARNING | COLLABORATION | RESPECT | COURAGE | PERSISTENCE.
Selection Criteria SC1 Application of evidence-based Occupational Therapy approaches and ability to deliver a comprehensive service to students in a special developmental educational setting.
SC2 Demonstrated ability in excellent time management skills, and to use initiative for problem solving, setting priorities and managing caseloads effectively.
SC3 Demonstrated capacity to work collaboratively as part of a multi-disciplinary team and contribute to the achievements of the school priorities.
SC4 Ability to make data-driven decisions in the design and delivery of professional learning in the area of Occupational Therapy, combined with a demonstrated commitment to professional learning and growth for both self and others.
SC5 Demonstrated high level oral and written communication skills.
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 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 An education support class position supports the educational services being provided to students.
Supervision of students can be required where it is an integral part of the employee's position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances where the responsibility for students remains clearly with a teacher.
A role at this range may include: Provision of key support and advice to the leadership team and school council and/or liaison with the general school community, the Department, and other government agencies and service providers.
Professional student support positions where duties and responsibilities, relative to their professional discipline, are carried out with a higher level of autonomy and with minimal reliance on professional supervision.
These positions provide health advice and clinical resources to the school community.
Responsibility for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.
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.
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.
To apply for this role, you will be redirected to the Schools (Government) job application system.
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