Occupational Therapist

SC1 Demonstrated experience in providing high-quality occupational therapy assessment, intervention and evidence-based practice to support children with diverse learning, sensory, motor and functional needs within an educational or paediatric setting.

SC2 Demonstrated ability to develop, implement and evaluate individual and small-group intervention programs that improve student participation, independence, engagement and educational outcomes.

SC3 Highly developed communication and interpersonal skills, with the ability to build positive collaborative relationships with students, families, teachers, external agencies and multidisciplinary professionals.

SC4 Demonstrated knowledge and experience supporting inclusive education through Disability Inclusion Profiles (DIPs), Individual Education Plans (IEPs), reasonable adjustments, assistive technology and sensory regulation strategies.

SC5 Excellent organisational and time management skills, including the ability to manage a varied caseload, prioritise competing demands, maintain accurate records and contribute positively as part of a multidisciplinary wellbeing team.

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.

The Occupational Therapist will:

· Conduct occupational therapy assessments to identify sensory, motor, self-regulation, functional and participation needs affecting student learning.

· Develop, implement and evaluate individual and small-group intervention programs using evidence-based practice.

· Provide recommendations and reasonable adjustments to improve student participation within classroom and playground environments.

· Support the implementation of sensory regulation strategies, environmental modifications, movement programs and assistive technology where appropriate.

· Collaborate with teachers, Education Support staff, school leaders, families and external agencies to develop coordinated support plans.

· Contribute to Disability Inclusion Profiles (DIPs), Individual Education Plans (IEPs) and Student Support Group meetings.

· Build the capacity of school staff through coaching, professional learning and modelling effective strategies to support inclusion.

· Maintain accurate assessment records, case notes and reports in accordance with professional and departmental requirements.

· Manage occupational therapy resources and contribute to the ongoing development of whole-school inclusive practices.

· Work collaboratively within the school's multidisciplinary wellbeing and inclusion team to improve educational and wellbeing outcomes for students.

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

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 safe, 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 *******@education.vic.gov.au

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.

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

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

• 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.

• 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

Marnebek School is a prominent dual-campus specialist school located in Cranbourne, dedicated to providing exceptional educational outcomes for students with intellectual disabilities from Foundation to Year 12. Recently, Marnebek School received a significant investment of $38.34 million from the State Government to modernize and enhance our facilities.

This substantial funding has enabled the creation of new purpose-built classroom learning environments on both campuses, alongside state-of-the-art resource spaces. These spaces now house specialized programs in STEM, Food Technology, Physical Education, Art, and Library facilities.

To gain insight into the Marnebek experience, please view our promotional video at the following link: Marnebek School Experience Video. This video illustrates our commitment to supporting our students in achieving the highest learning outcomes possible.

Our educational approach is guided by a clear vision and set of values:

School Vision: Marnebek School is committed to fostering a stimulating and engaging environment where students can embrace learning and realize their full potential. We prioritize their social, emotional, and physical well-being, empowering them to become active and valued members of their community.

School Values: At Marnebek School, we uphold the values of Resilience, Respect, and Responsibility in every facet of our community:

· Resilience: We hold ourselves and each other accountable within our school community.

· Respect: We value and celebrate the diversity of others throughout our school community.

· Responsibility: We operate with honesty, ethics, and transparency across our school community.

Our strategic focus centres on enhancing literacy and numeracy skills among our students throughout our comprehensive four-year plan. This initiative stems from our self-evaluation report, which identified areas for improvement under the Framework for Improving Student Outcomes (FISO) in Teaching and Learning.

Throughout this strategic plan, we aim to build the capacity of our educators to deliver high-quality teaching tailored to students with diverse disabilities. We set rigorous standards for professional teaching practices, empowering our staff to take ownership of student learning and fostering a collaborative, supportive school culture.

Should you have any further inquiries or wish to learn more about Marnebek School, please do not hesitate to contact us.