Occupational Therapist

Location Profile Wayi School is a new Government P-12 specialist school providing educational programs for students with disability and high needs who have mild to profound intellectual disability.
Wayi School is committed to providing a safe, supportive and inclusive environment for all students, staff and members of our community.
Our school recognises the importance of the partnership between our school, and parents and carers to support student learning, engagement and wellbeing.
We share a commitment to and a responsibility for, creating an inclusive and safe school environment for our students.
' Wayi' is a Woi-wurrung word of the Wurundjeri people meaning `us¿ - which represents the vision for our school perfectly.
We plan to work together, in partnership, supporting our students as a team.
We know that our students will benefit from the efforts, expertise, and commitment from all of ' US' - including family, educators, and community.
The Wayi School vision is to empower and inspire every member of our learning community.
We are committed to creating innovative learning environments that nurture and develop all students through an ability and strength-based approach.
Through collaborative partnerships we provide learning that is individualised and holistic to ensure our students become valued and contributing members of their community.
We believe in empowering our staff to work autonomously in a collaborative and supportive team environment that encourages personal growth and development.
Wayi School¿s core values include Voice, Choice and Independence.
Voice ¿ We believe communication underpins all areas of learning and life, and everybody has the capacity and the right to communicate.
Choice ¿ We promote agency, enabling everyone to make choices and decisions that influence events and their world.
Independence ¿ We strive to prepare all students to become lifelong learners and responsible citizens ready to meet the challenges of the future.
Teaching & Learning
Wayi School is committed to developing learner independence, by purposefully using the students¿ skills and interests to promote the creation of new skills.
We identify the abilities that are unique to individual students and employ a team approach that focuses on the development of skills and practices that promote lifelong learning, independence, communication and agency.
Teachers, Allied Health and Education Support staff work collaboratively with the students and their parents/carers to develop Individual Education Program (IEP) goals for each student, that are meaningful and relevant for that student.
ICT is used extensively to provide rich educational experiences and enhance independence.

Student Wellbeing
Wayi School has developed a range of strategies to promote engagement, an inclusive and safe environment, positive behaviour, and respectful relationships for all students in our school.
We recognise the importance of student friendships and peer support in helping children and students feel safe and less isolated.
We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn.
SW-PBS and Trauma Informed Practice are foundations initiatives at Wayi School.
Professional Development
Successful applicants may be required to work throughout the school, from Foundation to Senior Secondary; however, the professional preferences, experience, skills and aspirations of individual teachers will be considered and attempted to meet.
Wayi School is committed to enhancing the skills and developing the capacity of all teachers professional learning opportunities (external and internal), coaching, mentoring, and being actively involved in Professional Learning Communities.
All staff have the opportunity to engage in a comprehensive induction program which clearly outlines the Wayi School vision, expectations and pedagogical approaches.
We recognise the importance of supervision for clinical practice and therefore plan to work with the successful applicant to coordinate internal or external supervision.

Selection Criteria SC1.
Knowledge, ability and experience in delivering Occupational Therapy services, into the school curriculum for students from 5-18 years in a specialist educational environment, under a Multi-tiered Systems of Support model.
SC2.
Demonstrated skills in a wide range of tasks including assessments; planning; implementation of evidence-based intervention strategies; report writing and resource development relating to students' sensory and emotional regulation; self-care, fine motor, seating & positioning, and play skills.
SC3.
Demonstrated skills in effective collaboration with leadership, therapy and teaching teams to deliver therapeutic supports within a school setting.
SC4.
Ability to resource and in-service staff on relevant Occupational Therapy theory and intervention related to productivity, self-care and leisure such that intervention can be facilitated in every class.
SC5.
Ability to liaise and work in collaboration with class teams, families/ caregivers and external therapy teams to improve student outcomes at school.
SC6.
Ability to work with students who present with complex communication or sensory needs and challenging behaviours.
Role Group Box1 Collaborate with therapy leaders around delivery of evidence-based therapeutic supports across the school, under a multi-tiered system of support model.
· Contribute to fortnightly therapy team meetings and monthly clinical supervision with Occupational Therapy Leader.
· Incorporate school policies, procedures, and vision into delivery of therapy supports.

· Together with the occupational therapy team, develop and deliver professional learning to all staff.
· Collaborate and build capacity within classroom teams to implement occupational therapy recommendations and programs in assist students' access to the curriculum and promoting participation across the school day, according to students' individual needs, developmental level and age appropriateness.
· Engage in observational assessments and reporting to support students¿ Disability Inclusion applications for funding or NDIS funding reviews.
Facilitate collation and analysis of observational data of identified students to support formulation of engagement and wellbeing plans.
· Collaborate with occupational therapy leader in reviewing and maintaining occupational therapy resources.
· Contribute to facilitation of student placements alongside Occupational Therapy Leader.
Responsibilities Group Box1 Consistently model and implement whole school strategies, including School-Wide Positive Behaviour Supports.
· Commitment to ongoing professional learning and supervision as required by Australian Health Practitioner Regulation Agency (AHPRA) and Occupational Therapy Board of Australia.
· Effective management of administrative duties and caseload to ensure equity of all students.
· Document student progress and needs in a timely manner; and make recommendations to classroom staff to ensure student growth and continuity of consistent supports.
· Design, develop and implement Occupational Therapy services through evidence-based research.
· Assist with facilitation of Student Focused Meetings with assigned classrooms.
· Attend and contribute to relevant school meetings and working parties.
Attend to rostered mealtime and/or playground duties.
· Collaborate with other therapy team members to implement and evaluate intervention strategies, particularly complex cases that may require cross-professional or external agency collaboration.
· Assist with maintaining links with external health professionals, community resources and agencies.
· Maintain appropriate records and provide written and oral reports as required.
· Conduct regular review of students¿ equipment needs and ensure equipment is prescribed in a timely and sustainable manner.
· Liaise with and educate parents, caregivers and staff on student progress and specific intervention strategies and/or equipment.
· Conduct regular review and upkeep of sensory rooms within the school as per departmental policies.
· Ensure occupational therapy equipment and resources are well maintained for safe use.
Conduct oneself in line with all school and departmental policies and procedures, as well as those outlined by AHPRA and OT board of Australia.
Who May Apply Occupational therapists with a positive attitude for learning and working with teachers to deliver a program to support student¿s readiness to learn and engage.
Experience in a special school is preferred but not essential.
Please ensure that your application includes:
A section that addresses the key selection criteria.
A resume including relevant experience as well as personal details (name, email and telephone numbers.)
Names and contact details (telephone and email) of three referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name.
Consistent with policy, we shall advise you if we will take this action.
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 Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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
Other Information
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

Please ensure that your application includes:

A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name.
Consistent with policy, we shall advise you if we will take this action.
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

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