Special Education - Occupational Therapist

Relevant recognised qualification in Occupational Therapy and current (or eligibility to obtain before commencement) general registration with the Occupational Therapy Board of Australia through Ahpra.

SC1: Coordination and Operational Leadership: Demonstrated Capacity to perform and oversee duties consistent with an Occupational Therapy role within the schools¿ guidelines and framework, including designing and delivering coaching to other education support staff and work in teams to support specific therapeutic and educational programs.

SC 2: Teamwork and Collaboration: Demonstrated capacity to work, collaborate and build positive relationships within a Multidisciplinary team setting with other Allied Health professionals and external support services.

SC3: Communication Skills: Demonstrated high level oral and written communication skills for affectively liaising with staff, management, students, families and external stakeholders.

SC4: Technical and Specialized Knowledge: Possesses the specialized expertise or certifications (up to 3 years or relevant regulated profession preferred) directly relevant to the specific Range 5 portfolio (high level disability and inclusion coordination, specialized pediatric occupational therapy program delivery.

SC5: Advisory and Management Support: Demonstrated capacity to provide high level advice, policy input and operational support to the Principal, leadership team and school staff with respect to the Multidisciplinary specific programs.

Selection Criteria

- Relevant recognised qualification in Occupational Therapy and current (or eligibility to obtain before commencement)



general registration with the Occupational Therapy Board of Australia through Ahpra.

- SC1: Coordination and Operational Leadership: Demonstrated Capacity to perform and oversee duties consistent with an Occupational Therapy role within the schools¿ guidelines and framework, including designing and delivering coaching to other education support staff and work in teams to support specific therapeutic and educational programs.

- SC 2: Teamwork and Collaboration: Demonstrated capacity to work, collaborate and build positive relationships within a Multidisciplinary team environment with other Allied Health professionals and external support services.

- SC3: Communication Skills: Demonstrated high level oral and written communication skills for affectively liaising with staff, management, students, families and external stakeholders.

- SC4: Technical and Specialized Knowledge: Possesses the specialized expertise or certifications (up to 3 years or relevant regulated profession preferred) directly relevant to the specific Range 5 portfolio (high level disability and inclusion coordination, specialized pediatric occupational therapy program delivery.

- SC5: Advisory and Management Support: Demonstrated capacity to provide high level advice, policy input and operational support to the Principal,



leadership team and school staff with respect to the Multidisciplinary specific programs.

Role

Will usually be a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school/s.Provides a range of services and/or undertakes the analysis of complex problems that form part of the policy framework.

A school or group of schools would need to have the necessary diversity and complexity to create a role at range 5.Management of a major school or district initiative, project or Department targeted strategy would be an indicator depending on the breadth of management responsibilities.

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
Assessment, planning and professional practice

- Complete appropriate functional and occupational therapy assessments, observations and screening in areas such as fine and gross motor skill development, sensory processing and regulation, self-care, academic skills and school routines.

- Interpret assessment findings, develop clear recommendations and prepare programs, reports and notes, seeking senior clinical guidance for complex presentations.

- Contribute occupational therapy

📌 Special Education (Warrnambool)
🏢 Government schools
📍 Warrnambool