14 May

Occupational Therapist Support Level Range Jobs Vacancy in Victorian Government Melbourne

Position
Occupational Therapist Support Level Range
Company
Victorian Government
Location
Melbourne VIC
Opening
14 May, 2019 10 days ago

Victorian Government Melbourne urgently required following position for Occupational Therapist Support Level Range. Please read this job advertisement carefully before apply. There are some qualifications, experience and skills requirement that the employers require. Does your career history fit these requirements? Ensure you understand the role you are applying for and that it is suited to your skills and qualifications.

Follow the online directions, complete all the necessary fields, and provide all relevant information so your application is submitted correctly. When you click the 'Apply this Job' button (open in new window) you will be taken to the online application form. Here you will be asked to provide personal and contact details, respond to employment-related questions, and show how you meet the key selection criteria.

Occupational Therapist Support Level Range Jobs Vacancy in Victorian Government Melbourne Jobs Details:

Job posted:

18/05/2019

Applications close:

27/05/2019 (Midnight)

3 days remaining

Today

Job Description


Location Profile


Jacana School for Autism currently caters for 224 students and is located off the Western Ring Road close to public transport, Broadmeadows Shopping Centre, Broadmeadows Leisure Centre and the Hume Global Learning Centre/Library. The school commenced operations in January 2013 as a specialist school that exclusively addresses the educational and social needs of students with an Autism Spectrum Disorder. Many students also present with a range of associated disabilities and conditions. Students are aged between 15 and 18 years and travel to the school from a wide geographical area.

The site has well maintained, secure and has a range of engaging playgrounds. Students also access local parks, playgrounds and indoor play centres under staff supervision. Facilities include a multipurpose room, occupational therapy rooms, visual arts room, music room and two student kitchens.

The school is divided into 3 sub schools –Primary, Middle and Secondary according to the stages of schooling and each is led and managed by a Leading Teacher. Classes generally comprise of small flexible groups of 8 to 14 students, based according to age (stages of schooling), ability and the individual needs of the students. Each class is taught by combination/s of teacher/s and teacher aide/s. Teachers and teacher aides work in partnership, for the benefit of the students. Teachers are responsible for the development, delivery and evaluation of all classroom activities and individual student programs while maintaining an autism friendly classroom.

The school employs two Teaching and Learning Coaches that support the effective implementation of ASD practice and Positive Behaviour Support across the school. Specialist programs include Health & Physical Education; The Arts (Visual and Music); The Technologies (Food Technology and Design) are provided across the school. A Therapy team of speech pathologists, occupational therapists and an educational psychologist supports the work of the classroom team. The Jacana School for Autism currently has 3.0 principal class, 7.2 EFT Leading Teachers, 41 EFT Teacher class staff, 50 EFT Education Support staff, 4 EFT Speech Pathologists, 3.0 EFT Occupational Therapists.

Jacana School for Autism has an Admin Team of 4.8 which support the day to day running of the school and a maintenance staff member ensures that the grounds and buildings are well maintained.

Staff are encouraged to belong to professional network groups. Close relationships have been developed between network schools and mainstream schools where our students are integrated.

ENROLMENT

Students who attend Jacana School for Autism must meet the Program for Students with Disabilities (PSD) eligibility criteria for Autism, as determined by the Department of Education and Early Childhood. Once eligibility has been established and the Department has approved students applications for PSD funding, enrolment may proceed.

The effects of Autism vary on each individual student's day to day learning, communication and behaviour. The impairment may range from mild to severe. Student's may or may not have an intellectual disability which also impacts on their learning.


SCHOOL VISION

Jacana School for Autism fosters resilience and lifelong learning enabling students to be active participants in family and community life.

PURPOSE

The school continually implements highly customised teaching and learning programs to ensure all students access an inclusive curriculum using evidence informed practice in a safe and supportive environment. Students are supported by a committed professional multi-disciplinary team, focused on recognising and developing individual personal and educational potential

PEDAGOGICAL PHILOSOPHY

Jacana School for Autism believes that to succeed in the world, students need to develop the capacity to:

  • Manage themselves as individuals and in their relations to others.
  • Understand the world in which they live and act effectively in their wider community

Jacana School for Autism provides:

  • A curriculum that supports the individual needs of students, using specific teaching strategies that cater to students on the Autism Spectrum.
  • Personalised Learning Plans to cater for specific learning needs and styles, focusing on communication, social /interpersonal skills, personal learning and academic skills.
  • A safe and secure environment that enhances students’ self-esteem and respects students’ dignity.
  • School wide implementation of the Positive Behaviour Support program.
  • Regular participation in the wider community.

Jacana School for Autism includes:

  • Individual and small group instruction.
  • Speech therapy consultation.
  • Occupational therapy consultation.
  • Psychology consultation.
  • Ongoing professional development for staff.
  • Programs that are informed by current research and evidence based practice.


CURRICULUM

The JSA curriculum:

  • Reflects current educational reform at an international, national and state level, and is informed by the principles and practices of inclusive education.
  • Supports inclusive education and the rights of every student to participate in, or have access to, the full range of programs and services offered by the education system on the same basis as their non-disabled peers.
  • Provides an inclusive curriculum so teachers can equip all students with the knowledge, skills and behaviours to help them succeed in a world that is increasingly complex, rapidly changing and rich in information and communications technology.

    JSA uses a range of standard curriculum options to develop and provide education programs that are meaningful for all students including:

  • Victorian Curriculum F-10
  • Advance program
  • Senior secondary programs Victorian Certificate of Applied Learning (VCAL), Certificate of Individual Achievement and Vocational Education and Training (VET) in Schools.


    Teachers are trained in autism specific pedagogy and work in accordance with the school based AS specific PoLT document. Both the curriculum and teacher practice are informed by current research and are evidence based.

    STUDENT PROGRESS

    To assess student progress, JSA uses an integrated approach to assessment across a number of learning areas. In assessing students, teachers will:

  • collect a variety of evidence through using a range of strategies
  • consider alternative or authentic ways in which students can demonstrate achievement based on the goals developed in their PLSP.

    The Abilities Based Learning and Education Support (ABLES) program is completed for all students during Semester 1 and Semester 2 of each year. ABLES is used to describe skills and abilities that teachers have observed in everyday school and classroom contexts and during interactions with other students; moderation is completed to support the accuracy of the assessments.

    Termly Student Support Group (SSG) meetings provide an important focus for reporting to parents. Each semester, Student Reports share student learning progress to parents, identify the areas of strength, and areas for improvement for future learning.

    PROFESSIONAL LEARNING

    Jacana School for Autism provides comprehensive induction and on-going professional learning programs for all members of staff. Through a comprehensive program of professional learning and suite of implementation supports, all teachers participate in weekly Professional Learning Communities and Professional Practice sessions. PLC Instructional Leaders lead teams to collaboratively focus on the core work of improving instruction and student outcomes.

    COMMUNITY ENGAGEMENT

    Jacana School for Autism offer regular Community Learning Hub (CLH) meetings. At these meetings the community are provided with opportunities to attend presentations by members of staff as well as informally socialise. Parents/carers are encouraged to join the volunteer program as well as to participate in the parent/carer led Fundraising Committee (FRC). The home/school partnership is highly valued by everyone in the JSA community.

    Teachers who do not have an approved special education qualification but do have a current provisional or full registration from Victorian Institute of Teaching may apply. Preference will be given to applicants who have an approved special education qualification.

When the vacancy was advertised as ongoing position and an external applicant who does not have an approved special education qualifications is selected that the person can only be offered fixed term employment for a period not exceeding five years



Selection Criteria


APPLICANTS MUST RESPOND TO EACH KEY SELECTION CRITERIA

1. Demonstrated ability to conduct occupational therapy assessments and reporting as required in a range of occupational therapy areas relevant to the setting

2. Demonstrated knowledge of Paediatric occupational therapy approaches, including sensory intervention, fine and gross motor planning, visual processing, play and self care.

3. Demonstrated knowledge and understanding of Autism and its impact on participation and learning within an educational setting.

4. Demonstrated highly developed communication and interpersonal skills to work with students and staff, collaboratively in a multidisciplinary team, liaise with parents and other professionals.

5. Ability to contribute to the design and delivery of professional learning to staff, in the area occupational therapy.



Role



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


Occupational therapists are employed by Jacana School for Autism to provide consultancy services to support and empower teaching staff to plan and implement successful individual learning programs for students.

The key responsibilities of occupational therapists include:

  • Demonstrating techniques and training teachers to implement specific therapy procedures as requested through a referral model.
  • Designing and providing professional development for school staff and parent groups as requested.
  • Consulting with and providing resources to school staff, parents and the school community.
  • Promoting students’ optimum wellbeing, function, independence and productivity at school.
  • Creating and maintaining records for students.
  • Attending and positively contributing to relevant school meetings.
  • Contributing constructively to school policy and curriculum documentation.
  • Working positively with team members, school staff, students and families.
  • Seeking and engaging in professional development activities to develop knowledge and skills.
  • Demonstrating satisfactory work performance through an annual performance review process.
  • Working positively with team members, school staff, students and families.
  • Ensuring a high personal standard of work.


Who May Apply


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



EEO AND OHS Commitment


The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.



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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx



Other Information

No job description available

Conditions of Employment

No job description available

Program Benefits

No job description available


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