1. Working collaboratively as an Occupational Therapist to deliver a comprehensive evidence based Occupational Therapy service to children in a special school environment.

2.  Ability to work effectively in a trans-disciplinary team as well as facilitate Occupational Therapy groups.

3.  Highly developed communication and interpersonal skills when working with students, families, teachers and other professionals.  Excellent time management skills to act as a resource person in the aera of Occupational Therapy and prioritisation of responsibilities to ensure the role is most effective.

4.   Demonstrated ability to assess each student's learning needs and formulate curriculum based individual goals.

5.   A willingness to engage in ongoing professional development and the capacity to reflect critically upon professional practice relevant to specialist schools.

The Occupational Therapist will work closely with staff to support students with moderate to profound intellectual disability and additional diagnosis (e.g. Autism Spectrum Disorder, Down Syndrome) to access the curriculum and increase their functional independence.  Assessment and intervention is delivered through a classroom based model, where the therapist and teacher jointly set goals and collaboratively plan lessons to meet student needs  There is a strong focus within the school to promote functional independence, communication, positive behaviour support and play-based learning.

The Occupational Therapist will need to demonstrate the ability to work as a part of multidisciplinary team and to communicate and liaise with care givers and staff as well as with external health professionals involved with the care of each child as necessary.  The role also involves formal assessment and reporting on students eligible for the Program for Students with Disabilities (PSD).

Experience in managing a varied caseload with complex learning, sensory and behaviour needs.  New graduates may apply.

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.

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

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Essentials

*  Bachelor Degree and/or Masters in Occupational Therapy

*  Must have a minimum of 3 years experience

*  Current AHPRA membership

*  Working with Children Check

*  Highly developed interpersonal communication skills

*  Experience/willingness to work with students and their families from cultural and linguistically diverse backgrounds

Benefits

*  Supportive team environment and opportunity to work collaboratively wiht therapists and teachers

*  Opportunity to develop specialist skills in the areas of sensory processing, intensive interaction, positive behaviour support and play based learning

*   Ongoing mentoring support and professional development

*  Attendance not required during the school holiday periods.

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future.

Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development.

Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise.

In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand.

MISSION STATEMENT

Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities.

Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist.

Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. There is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life.


THE PROFILE
There are approximately 190 school-aged students in 2022, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years.

The Department of Education & Training (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads

Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through VELDF, the Victorian curriculum and the 16+ Independent Living Program.

These are enhanced by:

- Extensive swimming and camping programs.
- Duke of Edinburgh Program (Senior students)
- Therapy programs including: Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy.
- Multi Sensory Programs (Snoezelen and hydrotherapy, sensory garden)
- Recreation and Sporting programs which include: riding for the disabled, bowling, basketball
- Work Education and experiences for senior students
- Community access via the four school buses and Travel Training
- Attractive outdoor active and passive recreation areas including a sensory & edible garden.
- Expanding computer and technology resources.

These programs are implemented by a multi-disciplinary team which includes: -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist.