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Senior Occupational Therapist - Melton Specialist Schools


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Source: uWorkin


Job ID: 1223266
Location: Melton Specialist Schools
Department: Melton Specialist Schools
Role Type: Other
Subjects/Duties: View Subject/Duties
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 04/22/2021
Contact Name: Brooke Briody
Phone: 9743 4966
School Website: meltonss.vic.edu.au

Location Profile
Melton Specialist School, with an enrolment of 310 students, provides educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment. It is a dual mode setting, catering for students with mild through to severe intellectual disabilities and other associated disabilities like Autism. Students are transported to our school via bus or family transport. The school is closely located to other schools as well as a variety of community retail spaces, leisure and recreational facilities. Our school environment is comprised of traditional classrooms, specialist and vocational training classrooms, therapy spaces and indoor sensory areas. Our grounds feature natural gardens, purpose built outdoor sensory areas, playground equipment, sports facilities and covered walkways. Teachers and Educational Support staff make extensive use of a wide variety of resources to ensure all students have an educational journey that is positive and successful. Our school’s philosophy and programs are based upon the belief that children learn best in a structured environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. Across the school we implement Structured TEACCHing and provide onsite training for staff to implement this approach to teaching and learning. We provide programs in Arts, Literacy, Physical Education, Numeracy, Information Technology, Science and Life Skills. Senior students also have the option of accessing a VCAL or ASDAN program which aim to develop work related skills, travel education and personal development skills. Student Support Group meetings involving staff, parents, carers and our Allied Health team are held four times a year to formulate individual learning goals based on each student’s ability, strengths and needs and celebrate achievements towards these goals

In 2019 a major rebuild of the administration, therapy and multipurpose hall was completed. This is the first stage of a four-stage rebuilding project. Through our Improvement plans, the school aims to develop a change in the culture of the school where roles are clarified, structures and processes are developed and embedded, and an expectation on consistent practice and developing expertise is expected in all staff.

Our vision
Staff at Melton Specialist School believe in creating a nurturing environment where students are empowered to achieve their full potential, be that in the academic curriculum, in their social interactions or in the area of independent living skills. Increasing student independence and creating an engaging learning environment is foremost when staff plan and implement individual programs.

Our values
Melton Specialist School values the safety, health and wellbeing of its students, staff and community. The cornerstone of education for the students who attend our school relies on the partnerships that are formed between families, the school and agencies outside of the school. At this school, we respect student diversity and we acknowledge that all students can learn in their respective manner. Staff have a responsibility to ensure that student learning is engaging and relevant to the individual. Students in the school demonstrate their responsibility by trying their best in their academic, social and personal interactions.

Selection Criteria
SC1. Demonstrated knowledge, ability and experience in coordinating the provision of Occupational Therapy Services, in the area of Special Education

SC2.Expert knowledge and experience in providing range of interventions aiming at increasing student’s participation in school programs, including prescription of assistive technology, mobility aids and sensory programs

SC3. Demonstrated experience in providing mentoring and supervision to junior occupational therapists

SC4 High level of communication and interpersonal skills when dealing with students, staff, parents and other members of the community and an ability to develop collaborative working relationships and participate effectively in a team environment

SC5. Highly developed organisational skills with a demonstrated ability to work independently, utilise effective time management strategies, establish priorities and meet deadlines.

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.

The senior Occupational Therapist will ensure that Occupational Therapy services are delivered using a collaborative model within the educational framework.

The senior Occupational Therapist will work in partnership with the Leadership Team and under the management of the Allied Health Leader to support the school community to realise the strategic vision for therapy provision across the whole school.

Key Responsibilities of the senior Occupational Therapist include:

  1. Providing guidance, professional supervision and mentoring to the occupational therapy team.
  2. Incorporating school policies and procedures into planning of therapy services.
  3. Manage the Occupational Therapy Budget and the ordering and distribution of student resources.
  4. Update, revise and share all relevant assessment documents, and plans.
  5. Active management of specific caseload including complex cases and high needs students.
  6. Active support of the PSD application process.
  7. Coordinate student placements, supervise and educate Occupational Therapy Students and Allied Health Assistant Students.
  8. Support the recruitment process for the Occupational Therapy Team.

In addition to the above, the successful applicant will also:

Comprehensively assess students’ needs from developmental, neurological and sensory perspectives.

Design and implement goal focused occupational therapy programs for students in classrooms and group settings.

Recommend appropriate adaptive equipment according to students needs and liaise with external agencies as appropriate.

Liaise with and educate parents, care givers and staff on the safe and appropriate use of prescribed adaptive equipment.

Liaise with external health professionals involved with the care of each student as necessary.

Report to parents and care givers on students’ progress in line with the schools reporting procedures.

Write appropriate reports for the Educational Needs Questionnaire as required.

Work as part of an interdisciplinary team with the physiotherapists, speech pathologists, music therapist, student wellbeing team and classroom teachers on improving students’ engagement and outcomes.

Prescribe and purchase equipment for the school and ensure that the school equipment is well maintained and safe for use.

Conduct oneself in line with all school and departmental policies and procedures, as well as those outlined by the Occupational Therapy Board of Australia.

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