Government schools – Melbourne Northern Suburbs VIC

SC1. Demonstrated capacity to deliver a variety of occupational therapy interventions with children from Year foundation to 6, with a wide range of additional needs, backgrounds and experiences.

SC2. Demonstrated capacity to work within a collaborative professional team.

SC3. Demonstrated ability to use initiative, prioritisation and reflective practice to strategically plan and manage caseload.

SC4. Demonstrated interpersonal skills including the ability to communicate effectively with a range of professionals, teachers and parents on service delivery and student-based issues.

SC5.A commitment to professional learning and growth, including the delivery of professional development to others.

SC6. Demonstrated ability to assess students¿ functional needs and develop and implement individualised strategies that support student participation, independence, engagement and inclusion within the school environment.

Selection Criteria

SC1. Demonstrated capacity to deliver a variety of occupational therapy interventions with children from Year foundation to 6, with a wide range of additional needs, backgrounds and experiences.

SC2. Demonstrated capacity to work within a collaborative professional team.

SC3. Demonstrated ability to use initiative, prioritisation and reflective practice to strategically plan and manage caseload.

SC4. Demonstrated interpersonal skills including the ability to communicate effectively with a range of professionals, teachers and parents on service delivery and student-based issues.

SC5.A commitment to professional learning and growth, including the delivery of professional development to others.

SC6.



Demonstrated ability to assess students¿ functional needs and develop and implement individualised strategies that support student participation, independence, engagement and inclusion within the school workplace.

Role

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.

Responsibilities

Therapeutic Assessment and Planning

- Conduct assessments of student's sensory, motor, cognitive, and psychosocial functioning to inform individualised planning.
- Identify and assess environmental factors (e.g., daily routines) impacting student participation and make evidence-based recommendations for modifications

Intervention Delivery

- Develop, deliver, and evaluate individual and small group therapy programs to enhance student participation, engagement, and independence in learning.
- Support the implementation of occupational therapy strategies within Inclusion Programs and in an Outreach capacity, through collaboration with Leadership and Teaching staff.

Capacity Building and Professional Learning

- Provide career development to teachers, education support staff, and leadership on topics including sensory regulation, motor skill development, and inclusive classroom strategies.
- Mentor and model best practice approaches in Inclusive programs and in an Outreach capacity, supporting staff to apply therapy strategies in everyday practice.

Collaboration and Stakeholder Engagement

- Work as part of a multidisciplinary team to align therapy goals with student learning goals and Inclusion program priorities.
- Liaise with parents, external professionals, and community agencies to coordinate care and support transitions.
- Provide advice and documentation for Disability Inclusion Profiles and contribute to Student Support Group (S

📌 Occupational Therapist FTE 0.6 (Melbourne)
🏢 Government schools
📍 Melbourne