Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 4

Occupation: Health and allied health

Location: Barwon South West - Greater Geelong

Reference: 1549263

Location Profile

The combined schools project consists of four local Primary schools in the Greater Geelong area (Newtown and Herne Hill) - Chilwell PS, Newtown PS, Ashby PS and Hamlyn Banks PS. All four schools are committed to prioritising inclusion and wellbeing, equally with academic learning, to maximise student engagement and outcomes. The schools commit to working in partnership with key allied health experts to implement recommendations to ensure that all students have equitable access to learning and receive necessary adjustments to support them. The schools are seeking a Paediatric Occupational Therapist for primary aged students. This service will support children with a range of disabilities to improve their learning and wellbeing. We seek an Occupational Therapist who recognises the strengths, individuality and uniqueness of neurodivergent students with additional needs and their families. Our schools provide inclusive environments and hold the belief that, with support and adjustments, every student can access learning, grow and thrive.

The schools vary in size, structure, socio-economic index and EAL proportion. All schools have identified students with additional needs and disabilities who require adjustment and supports. All schools are committed to quality Tier 1 and 2 interventions to further support student needs.

Our schools consist of friendly and supportive teaching teams, led by Leaders who promote inclusion and wellbeing. Leaders will work with you to ensure realistic and manageable caseloads, structure, collaboration and the added bonus of paid school holiday periods.

Position advertised as full time, however potential negotiation to .8 may be negotiated.

Selection Criteria

SC1. Ability to develop and deliver a comprehensive student centred Occupational Therapy service to individuals in an educational setting.

SC2. Demonstrated ability to work in collaboration with interdisciplinary teams, teaching staff, parents/carers and community members, including highly developed interpersonal, verbal and written communication skills.

SC3. Demonstrated ability to work independently, to accept supervision as required, and an ability to seek support and implement recommendations.

SC4. Experience and knowledge in providing and supporting interventions that address sensory processing, social learning, self-regulation, motor planning, functional skills and play for students.

SC5.



Demonstrated ability to work with students who present with complex needs and/or challenging behaviours.

Role

Full time

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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Who May Apply

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

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 secure, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.



It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]

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.

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Responsibilities

The responsibilities of this position will be:

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

Moving between 4 schools, working with identified students and members of staff including the Leadership Team from each school.

Further information available if required.

Applications close Monday 9 November 2026 at 11.59pm

Posted

27 October 2026

📌 Occupational Therapist (Geelong)
🏢 Government schools
📍 Geelong