1.            Qualification in Occupational Therapy and AHPRA registration. Current /Working With Children Card /Eligibility for membership of OT Australia

2.            Demonstrated knowledge and understanding of sensory motor development, sensory processing issues and sensory theory.

3.            Knowledge and understanding of autism spectrum disorder and its impact on regulation, motor and sensory development in children.

4.            Ability to provide collaborative occupational therapy services for children with autism spectrum disorder within an educational setting.

5.            Strong communication skills and the ability to work positively in a specialist team.

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.

Occupational Therapists

Occupational Therapists (OTs) work in designated classrooms for a block of time supporting the teachers to implement therapy programs.  Teachers and OTs work together to collaborate on a timetable which meets the needs of the classroom; the timetable should be devised in Week 1 each term, then reviewed in Week 4 to see how it is working.  OT observations and assessments will occur in class during weeks 1-3 so that Personal Learning Goals in ILPs are appropriate to the needs and skill level of the students.

Occupational Therapists also require regular supervision sessions with the Senior OT to meet registration requirements. The Senior OT will visit classrooms and provide supervision to therapists. This will include working with the OTs to observe, assess and model interventions.

The Occupational Therapist will:

• Write Personal Learning Goals and strategies for students in each classroom.    
• Therapists working across 2 rooms will cover all students.
• Therapists covering 5 rooms will have a total of 20 priority students.
• Work with the teacher to set up the program with support from the leading teacher or Campus Principal.
• Collaborate with the classroom teachers(s) to complete appropriate assessments related to the Personal Learning Goals to be set in week.
• Write progress notes for the (priority) students’ ILP folders.
• Collaborate with the teachers to ensure the Personal Learning Goals are generalised across the week.
• Collaborate with teachers to ensure sensory diets, fine and gross motor programs, regulation and ADL programs are appropriate for individuals or groups of students.
• Collaborate with teachers to ensure that teaching and learning protocols are implemented.
• Share workload of classroom set up – OT tubs, etc.
• Supply appropriate resources to support sensory and motor requirements of the students during class time.
• Plan activities for the groups they are running
• Make and organise materials for the sessions they are running.
• Submit a work program to the Principal

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

The Department of Education and Training 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.

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

• 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 at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

• 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 at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

MULTI-CAMPUS SCHOOL - VACANCY IS NON SPECIFIC TO A CAMPUS

NSA School Vision

“Learning for Life”

Northern School for Autism strives to be a centre of excellence.  Students are supported towards developing their personal and educational potential, so as to be valued contributors to family and community life.

School Values: Trust, Understanding, Safety

School Overview

Northern School for Autism is a Victorian State Government specialist school that exclusively addresses the educational needs of students with autism ranging in age from 5 to 18 years.  The school was established in 2006 and currently operates across two campuses located in Reservoir and Lalor.  Reservoir is an Early and Middle Years campus; Lalor is a Later Years campus.  The school also coordinates a satellite program at Norris Bank Primary School.  Class-groups generally comprise of six to ten students of similar chronological age.  Teachers, teacher aides and therapists (speech pathologists and occupational therapists) work in teams of two or three in each classroom, supported by specialist teachers (PE, Art and Music) as well as a team of leading teachers.

School Structure

The school is divided into sub-schools according to the stages of schooling (ages approximate):

• Early Years ~ 5 – 8 years.

• Middle Years ~ 9 – 14 years.

• Later Years ~ 15 – 18 years.

Pedagogical Philosophy

The community of Northern School for Autism believes that to succeed in the world, students need to develop the capacity to:

• Manage themselves as individuals in relation to others.

• Understand the world in which they live.

• Act effectively in that world.

Teaching and Learning

Northern School for Autism implements a teaching approach that builds on individual student’s strengths and skills.  The educational programs accommodate the particular impairments associated with autism; teaching and learning programs centre upon developing students’ interpersonal/personal skills, communication skills and executive functioning.  Emphasis is placed on promoting social skills, assisting students develop their imagination and play skills, as well as supporting students learn to manage and self-regulate their emotions and behaviour.  Programs are designed to accommodate individual student’s needs and interests.    Teachers are trained in autism specific pedagogy (structured teaching) and work in accordance with the autism specific Northern School for Autism, Teaching and Learning Protocols.  Staff members deliver programs in a consistent, autism ‘friendly’ manner across the whole school.  All students are encouraged and supported to become independent, life-long learners.  NSA is proud to implement a School-wide Positive Behaviour Support approach.

Individual Learning Plans and Student Support Group Meetings

NSA has developed an autism specific curriculum which incorporates AusVELS and (in the Later Years) an Applied Learning Program.  Each student’s current level of performance is identified and programs are implemented to address their individual learning needs.  Termly Individual Learning Plans are developed for each student through discussion with parents/carers, teachers, education support staff and other professionals at Student Support Group (SSG) meetings.  Individual progress is formally recorded and reported upon at termly SSG meetings and in written reports to parents/carers.  Teachers use a variety of formal and informal measures to ensure students are meeting their individual educational goals.  Individual student progress, as well as student progress across the whole school is assessed formally via the on-line Abilities Based Learning Education Support (ABLES) program.

Prospective employees seeking a position at NSA must be prepared to commit to a school with high expectations of the workforce.  The work is demanding due to the complex needs of the learners.  Applicants must be willing to:

• Work in multi-disciplinary teams,

• Deliver programs within the school’s instructional model,

• Be reflective practitioners and be able to receive and act on feedback,

• Be physically fit and mentally alert,

• Work at either campus and/or with all age groups/cohort of students.

Applicants without experience must be willing to take a high level of direction in order to develop the skills and knowledge required, as well as participate in comprehensive induction and PD programs.

Please note:  only teachers with a special education qualifications are eligible for appointment to an on-going position (as per Department policy).  Applicants without a special education qualification will be offered a fixed term contract.