ES 1-4

Overview

Work type: Full time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 4

Occupation: Education and Training

Location: Southern Metropolitan

Reference:

Selection Criteria

SC1. Demonstrated capacity to deliver a variety of occupational therapy interventions with children from Year 7-12, 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.

Role

The Occupational Therapist works as a member of the Inclusion team, primarily allocated with students enrolled in our Outreach and Elevate reengagement programs, who have been identified as requiring initial and/or going mental health and therapeutical support aligned with the skills of the employee. Works both on school site and off school site assisting Outreach students from the schools flexible learning option (FLO) program.

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 professional 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 (SSG) meetings.

Leadership and Whole School Contribution

• Contribute to the development of school-wide policies, programs, and practices that support the inclusion of students with disability.
• Engage with other therapists and the leadership team to drive continuous improvement in inclusive practice and student outcomes.
• Promote the role of occupational therapy within the school and advocate for student needs in broader forums where appropriate.

Operational and Administrative Duties

• Maintain accurate records and provide timely, high-quality reports in line with professional standards.

Who May Apply

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

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 [email protected]

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:

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:

Other Information

This is a new position at the college with the possibility of ongoing in the future. Interested applicants are encouraged to contact the college for a tour and/or discussion about the role.

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

Location Profile

Western Port Secondary College is conveniently located at 215 High Street, Hastings. Getting here is a breeze: just a 15-minute drive from Pearcedale, Somerville, and Tyabb, a 20-minute commute down the Western Port highway from Cranbourne, or Langwarrin. Peninsula link (toll free) makes the commute from Frankston and surrounding suburbs of Seaford, Carrum and Patterson Lakes a smooth 25-minute drive making your way to Western Port Secondary College is a stress-free journey each day

Imagine joining a school where the Principal, Leaders and staff are deeply involved in daily life, actively supporting each other to foster an environment that reflects our Western Port Way. Are you seeking a school with an amazing staff who collectively support and build each other up, and who truly get along and enjoy working together, making the workplace one where no one wants to leave? With a hands-on approach, you'll find the Principal Class actively engaged in the college community, visible daily at the school gate, in and around classrooms, on yard duty, supporting School Wide Positive Behaviour Support (SWPBS) processes and interacting with the students. With an open-door policy, they warmly welcome any staff member seeking support or a conversation, or any student seeking advice or counsel. They wholeheartedly foster a collaborative environment, where every staff member¿s voice is not only heard but also valued.

Are you looking for a school who has high standards where students are respectful and well behaved, displaying positive attitudes and a strong eagerness to learn. Our college ensures from the moment students walk in they are one time, ready to learn and equipped to enthusiastically engage in a harmonious and productive classroom atmosphere, where both teaching and learning are highly effective and enjoyable. This positive environment fosters academic and personal growth, making our college a wonderful place to work and learn. For times when our students are not ready to learn or exhibiting behaviours that are not reflective of our college values of Community, Achievement, Respect and Engagement (CARE) we have arguably the most effective and well-resourced support system in the network. We have a strong SWPBS model that is resourced with a full time Rover (youth worker or teacher) who monitors a live call-out system through Compass when teachers need support in their classroom. The average wait time for support to reach a classroom is 2 mins, where the Rover works with the teacher to either rectify the situation or remove the student if necessary. Students removed attend a supervised space staffed by Leaders and the Principal Team who follow up and deal with student issues while attempting to return them to their learning program the following period where possible. Click on this SWPBS link for further information and to view videos of these processes in action.

In line with our supportive and well-resourced school, our college has experienced significant growth. Student enrolment numbers are 760, making us a beautifully sized secondary college. Big enough to offer the full suite of VCE subjects, but small enough to know every student by name and build relationships with families. Year 7 enrolments have doubled in recent years, as we have become the school of choice in our community and a place where students love to learn, and staff love to teach.

Our staff bring together a mixture of skills and expertise, but all demonstrate our values and work together to support one another. Our staff take immense pride in this welcoming, inclusive, and enjoyable atmosphere, where we all work harmoniously towards our common goals.

At Western Port Secondary College, we strongly encourage and model work/life balance. We aim to promote a focus on other important things, like self and family.

Our meetings are set around school priorities, with Curriculum and Instructional Practice the focus, and not deviated from, to allow staff to maximise their time and undertake collaborative work and learning together. Year Level team time and staff wellbeing are also priorities within our term planners.

We have brand-new, modern facilities, including a 12 million dollar architecturally designed Senior and Junior Hub and dedicated Wellbeing Wing, domestic and industrial kitchens, science labs, visual arts, and performing arts spaces, a gymnasium as well as expansive, manicured grounds. We sit on over 7 hectares with loads of space for students to enjoy with 3 ovals, outdoor courts and an amazing new Dream Court space for Ready to Learn plans and lunchtime recreation.

Now you could read this, think that this college is desperate for staff and will write anything to attract them, or you could listen to what the staff have said about our college.

Staff Trust in Colleagues

Western Port Secondary

% positive

State

% positive

Collective Responsibility

Western Port Secondary

% positive

State

% positive

Collective Efficacy

Western Port Secondary

% positive

State

% positive

School Leadership

Western Port Secondary

% positive

State

% positive

So, what about our student attitudes towards school? Just have a look how they view our school and their experiences.

High expectations for success

Western Port Secondary

% positive

State

% positive

Stimulated Learning

Western Port Secondary

% positive

State

% positive

Advocate at School

Western Port Secondary

% positive

State

% positive

If you have doubts about the Staff Opinion Survey or Student Attitudes to School survey results, we encourage you look over our social media profile and read through the comments from staff members and our families or reach out and speak to any staff at the college. You can find us at

If after reading our profile, if you are interested in this opportunity, we urge you to reach out to our Principal, Chris Quinn or HR Manager, Sharon Spencer.

Looking forward to meeting you.

Applications close Tuesday 17 June 2025 at 11.59PM

Posted 04 June 2025

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