ES - Occupational Therapist - Officer Brunt Road Specialist School (interim name) - SEVR

About this role

Selection Criteria SC1 - Demonstrated experience delivering evidence-based Occupational Therapist practice to support students with additional learning needs in an educational setting. SC2 - Demonstrated knowledge and experience working under a multi-tiered system of support, including understanding how neurodiversity and adaptive functioning impacts learning. SC3 - Demonstrated ability to use a range of assessment and outcome measures to develop, implement and evaluate intervention programs and curriculum delivery. SC4 - Highly developed communication and interpersonal skills with the ability to liaise and work collaboratively with teachers, Education Support staff, families/carers, external therapy teams and other professionals to improve student outcomes. SC5 - Highly developed organisational skills with demonstrated ability to work independently, utilise effective time management strategies, establish priorities and meet deadlines. Role Role Description The Occupational Therapist provides high-quality, evidence-based occupational therapy services to support students with additional needs to access the curriculum and participate fully in school life. The Occupational Therapist works as part of the allied health team, collaborating with teachers, education support staff, families and external professionals to identify and address barriers to learning. The role includes assessment and intervention (individual, small group and whole class), provision of clinical guidance, delivery of professional learning, and contribution to Disability Inclusion processes. The successful candidate will be required to demonstrate evidence of an appropriate Occupational Therapy qualification and registration with the Occupational Therapy Board of Australia. Essential Requirements • Appropriate qualification in Occupational Therapy and current registration with the Occupational Therapy Board of Australia • Highly developed organisational and time management skills, with the ability to work independently, establish priorities and meet deadlines • Excellent interpersonal and communication skills, including the ability to communicate sensitively and effectively with students, families, staff and external professionals • Demonstrated capacity to work collaboratively as part of a multidisciplinary team • Ability to support students from a range of backgrounds with diverse needs, including complex communication and sensory needs • Understanding of how neurodiversity and adaptive functioning impacts learning • Commitment to ongoing professional development and reflective practice Responsibilities Responsibilities • Conduct comprehensive occupational therapy assessments to identify sensory, motor, organisational and functional needs impacting student participation • Design and implement evidence-based intervention programs (individual, small group and whole class) in collaboration with teachers, families and other professionals • Document, record and report on student involvement, evaluate progress and make recommendations for future programming • Provide support to students' families and carers through meetings, resources and ongoing communication • Support the implementation of sensory strategies, including sensory rooms, movement breaks and environmental adjustments • Contribute to Disability Inclusion Profiles (DIPs), Individual Education Plans (IEPs), and the PSD application process as required • Provide professional learning and coaching for teachers, Education Support staff and other professionals in the areas of sensory processing, regulation, fine motor skills and other occupational therapy -related strategies • Provide clinical guidance and supervision to Allied Health Assistants and less experienced therapists or occupational therapy students as required • Prescribe, recommend and maintain adaptive equipment, assistive technology and sensory resources, including managing the occupational therapy budget and ordering supplies • Liaise with external health professionals, agencies and local Occupational Therapy networks to support student needs and transitions • Attend and contribute to staff meetings, therapy meetings, case conferences and wellbeing team meetings • Maintain detailed notes, case notes and records relevant to occupational therapy service delivery • Contribute to the development of school policies and procedures relating to occupational therapy services, planning and delivery • Undertake other duties as directed by the Principal Who May Apply Applicants must have • A Tertiary Qualification in Occupational Therapy • Be eligible for registration with the Occupational Therapy Board of Australia through AHPRA 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 Conditions of Employment • 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 Location Profile Officer Brunt Road Specialist School (interim name) is currently being built and will open from Day 1, Term 1, 2027. Located on Pioneer Way in Officer, the school has been designed to meet increasing enrolment demand within Melbourne's growing south-east corridor and will provide educational programs for students with mild to profound intellectual disability. When fully operational, the school will cater for up to 144 students. The school has been purpose-built to provide a safe, inclusive and engaging learning environment that supports communication, regulation, independence and meaningful participation for every student. When the school opens in Term 1, 2027, facilities will include: • 2 learning neighbourhoods • Administration and library building • A multi-purpose building including specialist spaces for music, drama, food technology and fitness, as well as a canteen • Outdoor hard courts and car parking • Junior and senior playgrounds, an adventure playground, productive garden and active green space. Officer Brunt Road Specialist School (interim name) is being established with a strong focus on evidence-informed practice, inclusive education and collaborative teamwork. Staff will work together to create structured, engaging and supportive learning environments that promote positive outcomes in learning and wellbeing. Guided by our motto, "Belonging first. Connection always. Growth for all." we are committed to creating a school culture where every student, staff member and family feels welcomed, valued and supported to thrive. Vision We deliver high-quality teaching within an inclusive and predictable learning environment, supporting every student through tailored adjustments to achieve meaningful progress in learning and wellbeing. Mission We provide a structured, responsive learning program tailored to each student's strengths, needs, and goals. Through collaborative practice, evidence-informed teaching, and targeted supports, we ensure every student can access learning, participate meaningfully, and make ongoing progress in their education. Values Belong - Everyone feels safe, included and valued Connect - Strong relationships guide learning and wellbeing Grow - Learning and progress for all "Belonging first. Connection always. Growth for all." Our Commitment At Officer Brunt Road Specialist School (interim name), we are committed to: • Delivering evidence-informed, trauma-informed and differentiated teaching for students with intellectual disability and complex learning needs • Using explicit teaching, ongoing assessment and allied health collaboration to support communication, access and student growth • Embedding the Victorian Curriculum, Berry Street Education Model and SWPBS within a cohesive approach to learning and wellbeing • Creating structured and supportive learning environments that promote regulation and readiness to learn • Maintaining a culture of unconditional positive regard where every student feels valued, included and supported to thrive • Building strong partnerships with families, carers and external professionals to support student success