1. Relevant knowledge and understanding of occupational therapy and its implementation in a school setting including the identification and development of Individual Education Goals for students.
2. Capacity to plan for and implement appropriate OT assessments and practices, including 1:1 or small group sessions, to support a range of social, emotional, physical and behavioural needs.
3. Demonstrated interpersonal skills including the ability to communicate effectively with a range of stakeholders on program delivery and follow up, as well as supporting teaching teams to develop and deliver inclusive classroom practices.
4. Ability to plan, implement and support adjustments for students identified for the Disability Inclusion Model, including developing support plans for Disability Inclusion profile meetings.

The successful candidate must have an Occupational Therapy qualification, a valid Working with Children Check and experience working with children.

The successful candidate will-

• Work alongside school staff and other allied health professionals/parents/carers (where relevant), to identify goals, deliver assessment and establish programs around sensory processing, emotional regulation self-care and fine motor skills.
• Work in consultation with teaching teams to develop relevant evidence-based goals for students to inform IEPs and other support plans.
• Meet regularly with the Engagement & Wellbeing Learning Specialist and other relevant staff regarding the ongoing development and implementation of the service.
• Provide written and verbal assessment to teachers and parents where appropriate.
• Keep accurate and relevant file notes for individual students and perform administrative duties.
• Understand the Disability Inclusion Model and the roles and responsibilities associated with supporting and implementing such programs in primary school settings. 

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 (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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. Information on the department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

• 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

Bell Primary School is a dynamic and community focused school with a 2024 student enrolment of 455 students. The school is proud of its long history of providing education in the Preston community since its establishment in 1928. The pleasant, well maintained school grounds enhance the learning programs and community activities. Bell Primary School is committed to building active student and community involvement ¿ a philosophy that underpins a range of programs and community bodies.

In 2020, the school opened a new senior school learning hub on the second floor of the main building and a refurbished library as part of a capital works upgrade to support collaborative and connected learning approaches. The learning centre, main building and 7 Modular-5 relocatable buildings provide further opportunities for flexible learning that support staff in catering for the needs of individual and groups of students. In 2024, the school operates with 20 classes.

This year, Stage 2 of the building master plan will be completed, including the construction of a gym/hall for school and community use primarily in the areas of PE/sport and performing arts.

The school continues to prioritise the core areas of Literacy, Numeracy and Curiosity with a focus on building consistency of practice through implementing our agreed upon teaching and learning model. As a professional learning community, we continue to focus on enhancing teaching and learning practices and improving student achievement outcomes through data driven planning in collaborative teams.

An emphasis on high impact teaching strategies including differentiation and providing additional support and extension is central to our approach to teaching and learning at Bell. A tutoring/intervention program is continuing in 2024 to support identified students with targeted and precise learning activities.  This year the school has introduced a Tier 2 Social and Emotional learning intervention program to support the wellbeing of particular students in certain cohorts.

At Bell Primary, we implement Berry Street Educational Model (BSEM) strategies. BSEM is based on proven positive education, trauma-informed and wellbeing practices that enable students¿ academic and personal growth. The BSEM comprises five domains or `pedagogical lenses¿: Body, Stamina, Engagement and Character, all anchored by Relationships. BSEM along with the Respectful Relationships, Rights and Resilience form the basis of the school's social emotional curriculum that's explicitly taught throughout the year.  As part of our Start Up Program, the first week of the school year is spent setting the tone in each room with a strong emphasis on values and developing effective routines and relationships.

Specialist subjects for Visual Arts, Music, Physical Education, STEAM and Language (Italian) are delivered weekly to all grades.

Students also have opportunities to develop leadership skills through involvement in forums such as Junior School Council, Sustainability reps and an extensive Grade 6 Leadership program. Bell offers a range of extra-curricular activities as part of its commitment to supporting student engagement, wellbeing, motivation and interest including interschool sport, camps, senior vocal ensemble and rock band, art extension classes, as well as offering a number of instrumental music lessons by external providers. Staff also offer a range of lunchtime clubs at various times of the year, some of which lead to school representation opportunities such as debating and Tournament of Minds.

Our school encourages students to operate independently and co-operatively, to be valued and value others and to take pride and pleasure in participation and achievement.

Our vision and values underpin all decision making and guide the behaviours and attitude of all members of the Bell Community:

Vision

Bell Primary school is a caring community that fosters a love of learning in young people. At school and beyond, students are confident to think critically and empowered to thrive in a rapidly evolving world.

Values

Resilience: As learners, we embrace a challenge and don¿t give up. We can overcome obstacles and bounce back from difficult situations.

Creativity: We are open to novel ideas and explore new ways to solve problems.

Curiosity: We are excited to explore new and challenging ideas.

Collaboration: We work together to share ideas and knowledge to achieve a common goal.

Respect: We foster a culture in which people feel safe to be themselves and are inclusive of others. We take care of our environment and enjoy the wonders it offers.