Allied Health Professional

About this role

Selection Criteria • Demonstrated experience in assessing student learning needs and providing evidence-based support for a range of students with learning challenges, within defined organisational parameters. • Demonstrated experience in implementing evidence-based intervention strategies for young people with additional needs, with professional support and guidance close at hand. • Demonstrated ability to contribute to training and instruction within the professional field and individual scope of practice. • Demonstrated ability to contribute to the development of school policies and procedures relating to young people with alternative learning needs. • Highly developed communication, networking and interpersonal skills, including the ability to liaise effectively with a wide range of people. • Demonstrated commitment to ongoing professional learning and to applying this learning to support students¿ needs. Role The Allied Health Professional will work primarily within the Disability Inclusion Team and the Wellbeing Team to support a range of students across the school, including students with identified disabilities, students with Autism Spectrum Disorder (ASD), trauma-affected students, and students experiencing mild mental health concerns. The Allied Health Professional will deliver standard professional services to students, drawing on a range of established strategies to assist young people to understand and cope with their daily functioning and learning, applying a holistic, person-centred approach to support and intervention within defined organisational parameters, with professional support and guidance close at hand. Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs. Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management. The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations. This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management. 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 Student and Staff Support Provide standard, evidence-based allied health support to students and guidance to staff in support of students with additional learning, disability, and wellbeing needs, within defined parameters and with professional support and guidance close at hand. • Assist students with ASD to develop their social skills and emotional intelligence. • Support the mental health and wellbeing of students through assessment, intervention, and referral. • Support and collaborate with families and school staff to assist young people with learning challenges, and help identify suitable programs and supports to meet their needs. • Provide advice and guidance to teachers and Learning Mentors regarding inclusive education practices and student engagement strategies. • Facilitate effective communication between students, staff, families, and external stakeholders to support positive educational outcomes. • Provide support to students on sensitive health and wellbeing issues, and work actively to reduce negative health and wellbeing outcomes and risk-taking behaviours. Program Development and Delivery Contribute to and facilitate therapeutic and educational support programs that build student capability and independence, in line with established program frameworks. • Facilitate therapeutic activities and targeted student support groups for students with additional needs. • Contribute to programs or strategies to assist young people with learning challenges to become more independent learners. • Run support groups with students, individually or in small groups, in collaboration with Learning Mentors and Wellbeing staff. • Contribute to workshops for the MFG community on the needs and strategies relevant to supporting students with additional needs. Assessment, Planning and Case Management Apply sound theoretical knowledge and practical expertise to assess student needs and deliver a range of services within generally defined parameters, retaining accountability for individual practice. • Undertake assessments and contribute to planning of ongoing care to address the health, wellbeing, and learning needs of individual students and groups; act on referrals from parents, guardians and staff. • Participate in Student Support Group (SSG) meetings and contribute to the development of Individual Education Plans (IEPs). • Work with the Disability Inclusion Team to provide supporting documentation and assessments for Disability Inclusion Profiles (DIP), including assessment and reporting using relevant standardised tools (e.g. Vineland Adaptive Behaviour Scales) where qualified to do so. • Assist with Disability Inclusion funding applications through the collection and collation of evidence regarding adjustments and student support needs. • Contribute to the collection and collation of data for the Nationally Consistent Collection of Data (NCCD). • Provide professional reports requiring in-depth factual analysis, including assessments and recommendations, for consideration by senior practitioners or relevant staff. Training and Professional Development Contribute to training and instruction within the professional field and individual scope of practice, supporting the work of colleagues involved in student support. • Contribute to and/or conduct training and instruction to school colleagues within the professional field and individual scope of practice. • Explain professional concepts and approaches to students, stakeholders, colleagues and staff. • Contribute to policy development within the school relating to students with disability or additional learning needs. • Maintain and apply current knowledge of evidence-based practice through ongoing professional learning, and apply this learning to support student needs. Collaboration and Stakeholder Engagement Build and maintain effective working relationships with internal and external stakeholders to support coordinated student outcomes. • Coordinate communication and liaison with families, external agencies, allied health professionals, and staff regarding student support processes and programs. • Support students in accessing work experience and pathway opportunities aligned with their individual goals. • Attend and assist with extra-curricular activities, including excursions, camps, and school-based events as required. • Liaise with the Disability Inclusion Leader and Leading Teacher ¿ Transitions regarding enhanced transition supports and programs. Health, Safety and Compliance Ensure compliance with school and Department policies, procedures, and legislative requirements relevant to allied health and student support practice, seeking guidance from a manager or senior practitioner where deviation from standard procedure is required. • Ensure student support and clinical practices comply with Department of Education and school policies and procedures, and relevant professional and ethical standards. • Maintain awareness of and compliance with Child Safe Standards and the school¿s code of conduct. • Support the safe handling, storage, and management of confidential student information and clinical/medical records. • Promote and support safe and inclusive learning environments for students and staff. • Contribute to risk management and wellbeing processes associated with student support programs. Technical Skills • Apply sound clinical, administrative, and communication skills to support effective program delivery. • Demonstrate proficiency in the use of Compass, Microsoft Office Suite, Teams, and other school-based administration systems. • Maintain accurate and confidential student records, including clinical notes, Compass chronicles, IEPs, SSG documentation, and related student management systems. • Analyse and manage information to support student support processes, reporting requirements, and operational planning. • Provide guidance and support to staff in the use of relevant administrative and student support systems. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines ). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected] 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. 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values 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 Other Information Requirements • Must be qualified in one of the fields of Occupational Therapy, Psychology, Social Work or Speech Therapy with relevant Professional Membership, or hold a Masters in Inclusive Education. Conditions of Employment 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. Location Profile MFG is a vibrant learning community that nurtures and serves the aspirations of girls. ¿We createlifelong learners who live the MFG traits as positive members of their communities.¿ In 2018 we consulted with the school community ¿ students, staff, and parents/carers - to develop a set of eleven traits, behaviours, and dispositions that we, as a school community, believe are important to foster in our students. These 11 traits are: • Kind, compassionate and trustworthy • Caring and respectful of others and themselves • Knowledgeable about learning and self-aware • Deep thinkers who are curious and creative • Problem solvers • Resilient, adaptable, and able to learn from mistakes • Hard-working, ambitious, and confident • Able to respect and celebrate difference and diversity • Optimistic about the future • Responsible and active local and global citizens • Flexible collaborators, leaders, and team members Surrounded by a supportive `sisterhood,¿ our young people aim to achieve excellent learning outcomes and develop qualities of character that will enrich their own lives and impact positively on the lives of others. Matthew Flinders Girls (MFG) has a long and proud history. The original foundation stone was laid in 1856 when there were few other schools in Geelong. We are one of eight girls-only state educational providers (since 1940) and the only girls-only provider outside of the metropolitan area. A group of ex-students, currently aged in their 70s and 80s, meets twice a year. Some students in the school are third generation members of the school community. There is an ever-growing Facebook presence of past student groups, and a College Alumni Facebook Page has been established to reconnect alumni and allows them to share stories. Our alumni are important to our school and return to share their learnings and stories Our school is centrally situated within the business, arts, and sporting precincts of Geelong. It has excellent access to public transport (buses and trains). A proportion of students are from the immediate locality, but a considerable number come from outside the City of Greater Geelong, from areas such as Colac, Barwon Heads, Indented Heads, Lara, Inverleigh, Bannockburn, Werribee, and Anakie. There are more than 50 feeder Primary schools from where the students have been drawn over the past 5 years. Our student population incorporates a diverse range of cultures, socio-economic backgrounds, and family blends. In serving the aspirations of students, our curriculum provision and quality of teaching are fundamental. Curriculum in Years 7-10 is based on the Victorian Curriculum and is framed by challenging and provocative `essential questions.¿ A balance of explicit teaching and Inquiry Based Learning to Teaching and Learning is at the heart of learning in Years 7 ¿ 9. Our Teaching and Learning Model underpins the work and learning of our teachers with a distinct emphasis on differentiation, high impact teaching strategies, the power of formative assessment and the development of intellectual character. A wide range of options is made available to Later Years students, including the opportunity to accelerate into VCE (Victorian Certificate of Education) studies. Our school offers a range of VCE units, access to some Vocational Education and Training Programs and Vocational Major. MFG is an accredited member of The Academy of Select Entry Accelerated Learner Program (TAASS), the only one in the State which is in an all-girls¿ setting. This program gives students the opportunity to be selected at Year 7 according to academic and leadership potential to undertake an alternative curriculum for Years 7 to 9. All students in Years 7 ¿ 12 participate in a Bring Your Own Device (BYOD) program. Students are encouraged to purchase the technology which best suits their needs for learning. The school outlines minimum specifications and recommended devices to support parents when making decisions. Instrumental Music is a key component of our school¿s co-curricular Program. Students can learn voice, percussion, drums, singing, woodwind, brass, guitar, and keyboard at school. MFG is also the educational home of the Sweethearts, an exceptionally talented and well-known neo-soul all-girls music group that performs frequently in professional contexts, nationally and internationally. A community garden has been established and exemplifies our school¿s permaculture focus of ¿earth care, people care and fair share.¿ A key component of the garden is the construction of an urban agricultural garden where students can grow healthy organic food and share this with people in our local community. It has also been the focus of a few environmental engineering. In addition, we have also started constructing tiny houses using recycled products.