1. Deliver professional support service/s in a school/s, including the direct counselling for students with a range of mental health issues, applying sound theoretical knowledge and practical expertise.

2. Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and manage the associated risks.

3. Work collaboratively with the school to contribute to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.

4. Provide leadership and professional learning to others, such as teachers and other school wellbeing staff, to build the capacity of schools to improve students’ learning and developmental outcomes.

5. Liaise with other Department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide support to students.

6. Maintain professional competence and continued professional learning, including attending professional development activities throughout the year.

7. Meet relevant policies and legislative requirements in relation to student health information privacy

8. Provide recommendations to the school leadership team in regard to future service delivery.

9. Well developed communication skills when relating to students, staff, parents and outside agencies

Hours for this position are 8.30 - 4.30 Monday to Friday

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.

• Manage the delivery of support services to students, teachers, parents and other school clients.
• Ensure all external providers deliver the required service.
• In consultation with the Principal, teaching staff and a Speech Pathologist plan, develop, deliver and evaluate Occupational Therapy services to students with Intellectual Disabilities.
• Assist and participate in the development of policies, strategies, processes and procedures for the effective delivery of Occupational Therapy services to students.
• In line with the school’s planning framework identify priorities for students through a Trans disciplinary approach.
• A demonstrated commitment to ongoing professional development and the capacity to reflect critically upon professional practice relevant to special schools.
• Supervise and participate in professional training of staff in areas pertinent to the role of an Occupational Therapist.
• Maintain appropriate records and provide written and oral reports as required

Occupational Therapist applicants must hold a Bachelor of Masters in Occupational Therapy and must hold full registration with AHPRA

Applicant must hold a current WWCC (Working with Children Check)

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

A bonus payment of $5000 will be paid upon commencement in the position.

Ascot Vale Heights School (formerly Ascot Vale Special School) is a state government school that provides high quality education to students with mild intellectual disabilities. We assist students between 5 and 18 years to address their learning difficulties and develop a wide range of life skills that enable them to participate fully in life's daily activities.  It is located in the Travancore Estate of Ascot Vale.

The school offers excellent programs to promote the learning and independence skills of all students. 

Specialist classes include Physical Education, Music, Art, and the Stephanie Alexander Kitchen and Garden Program.

Parents are welcome and encouraged to participate in their children’s education.  A number of information sessions and programs to support parents are held throughout the year.