Senior Occupational Therapist

3 weeks ago

Melbourne, United States Schools (Government) Full time

Role

·Collaborate with school leaders to design and implement a model of therapy intervention to students that supports staff to build skills and knowledge in addressing how students with autism can improve how to communicate, play and relate to others.

·Promote practices that support students with autism to develop new skills and adapt their environment to improve their everyday function at school.

·Lead whole school approaches that address and support the motor skills, sensory processing, emotional regulation, cognitive skills and interactions of students.

·Demonstrated advanced clinical knowledge and experience in a relevant clinical setting/ caseload.

·Demonstrated high quality communication, negotiation, and conflict resolution skills, with proven ability to liaise effectively with a diverse range of internal and external stakeholders.

·Demonstrated capacity to provide training and professional learning to other professionals and families.

·Demonstrated capacity to embed structures that support staff to work collaboratively with professionals from other disciplines.

·Coordinate, oversee and monitor the Occupational Therapy human resources and program provision school wide.

·Participate as a member of the School Improvement Team.

Responsibilities

Responsibilities .

·Lead the promotion of researched, evidence based best practice principles.

·Lead the establishment of highly effective processes and structures that promote consistent information and recommendations for identifying the barriers that impact meaningful engagement in learning

·Plan for the school Occupational Therapy needs, designing, implementing, and monitoring a budget.

·Support programs, sessions, and practices that address social understanding.

·Build staff understanding around teaching motor skills, sensory processing, emotional regulation, cognitive skills and interactions of students.

·Coordinate and deliver key responsibilities of Occupational Therapy outside of classrooms.

Administrative

·Complete funding applications for students where appropriate

·Liaise with the wellbeing coordinator for individual student interventions

·Provide support to student¿s families or carers where appropriate

·Monitor bus transitions and transport adaptations for students and input into the development of travel plans where required.

·Provide recommendations and supervision for behaviour management plans where appropriate.

·Establish and maintain professional networks

·Maintain appropriate therapy records keeping in line with JSS and SPA guidelines and policies.

·Liaise with external AH and Medical providers

Collaboration

Attend and contribute professionally at required meetings, including:

·Occupational Therapy meetings

·Attend Allied health meetings

·Learning centre team meetings

·Professional Learning Community meetings

·Student Learning forums

·Student support meetings (where appropriate)

·Collaborate with teachers on report writing.

·Provide specialised Occupational Therapy intervention for individual students where appropriate.

Who May Apply

Individuals with the aptitude, experience and / or qualifications to fulfil the specific senior requirements of the position.

An approved qualification in Occupational Therapy and be registered with Australian Health Practitioner Regulation Agency (AHPRA) 

EEO AND OHS Commitment

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 ).

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

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:

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:

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

Location Profile

Jennings Street School is located in the South Western Victoria Region at Laverton. JSS is a prep to year 12 autism specific school providing potential opportunities as the school develops for shared educational programming and use of facilities. Officially opening in 2015 with an enrolment of 40 students aged 9-12 years, the school reached its enrolment capacity of 120 students in 2017. Jennings Street School consists of 3 discrete learning communities, specialist workspaces, a café, and play areas enclosed by landscaped surrounds. The school¿s location provides potential opportunities for shared programming, and use of community facilities based on Individual learning plans. Jennings Street School aims to equip students with a high quality learning and teaching environment based on current research as it applies to students with ASD. There is a strong focus on student well-being and building effective home school partnerships.Professional Learning Teams and an integrated service model including Speech Pathologists, Psychologists, and Occupational Therapists, form the basis for building staff instructional capacity, high standards of professional engagement, a strong sense of collegiality, and a culture of excellence underpinned by evidence based differentiated learning. Bright and spacious facilities are designed to meet the needs of 21st century learners, multi modal learning strategies will incorporate technologies to cater to interests and maximise engagement in learning.

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