Location Profile

Ballarat Specialist School caters for students aged from 3 to 18 years who have a diagnosed intellectual disability ranging from mild to profound. Ballarat Specialist School is a dual-campus K-12 school organised around four stages of learning - Early Learning (Ages 3-5), Primary School (Ages 5-12), Middle School (Ages 12-15) and Senior School (Ages 15-18). Our Early Learning to Middle School students are accommodated at our main Gillies Street Campus. Our Senior School students are located at our 8.09 hectare FARM Campus in Norman Street. Our current enrolment is approximately 430 students.
Our school's mission is "Achieving Personal Success Together". We strive to enable our students and staff to reach their full potential in a safe, stimulating and flexible learning environment. Our educational programs provide a balanced and personalised curriculum where student achievement is acknowledged and celebrated.
Ballarat Specialist School provides an inclusive and rigorous learning program that challenges and engages students to grow as passionate learners. The school's teaching and learning programs are underpinned by the Victorian Early Years Learning and Development Framework and The Victorian Pathways Certificate. A comprehensive curriculum, with a strong focus on Literacy and Numeracy, is embedded into curriculum maps for each of the mini-schools within the school. Each curriculum map is designed to meet the learning needs of students at their individual stages of learning. This is supported by Individual Education Plans for all students. Communication is a keystone of all learning and curriculums within the school. The school's pedagogy reflects current research, and best practice is enacted to maximise student learning outcomes. Our teaching and learning programs are anchored in a gradual release of responsibility model to enable our students to become independent and lifelong learners. Through Professional Learning Communities, Ballarat Specialist School Staff invest in the collective application of curriculum, assessment, shared learning, reflection and they engage in inquiry about student work.
Our specialist programs include: Science, Performing Arts, Visual Arts, Physical Education (PE) and Hospitality. The school also operates the Vintage Soul Op Shop and a café at our Norman street FARM campus. Through these enterprises, we can offer students pathways to future employment as these school-based work areas and programs are connected to the specific delivery of Certificate I in life skills and Certificate II Courses through local TAFE institutes. The courses conducted onsite are Kitchen Operations, Retail, Horticulture, Visual Arts, Sport & Recreation, Music Industry and Work skills.
Our supermarket, 'Mini `Woolies' provides an onsite and real life supermarket experience for our primary and middle school students at Gillies Street.
Individual Educational Plans (IEP's) are developed by the Student Support Group, which comprises parents and carers, outside agencies, and school staff. The IEPs are then implemented by school staff, including Classroom Staff, Education Assistants and supported by the Integrated Service Team.

Selection Criteria

• Demonstrated knowledge, ability and experience in the provision of occupational therapy services, in the area of pediatrics and developmental disorders.
• Demonstrated ability to provide a range of assessments, program planning and implementation of intervention.
• Demonstrated ability to evaluate programs and your professional performance and provide evidence of outcomes.
• Demonstrated commitment to working collaboratively with children, parents and carers, teachers and assistants, therapists and other professionals and agencies.
• Demonstrated ability to work independently, to accept supervision as required, and an ability to seek support and implement recommendations.
• Demonstrated experience and willingness to engage in professional development activities, especially related to the range of impairments, intervention and evidenced based practice required to provide a quality service.
• Demonstration of high quality verbal and written communication skills.

Role

The occupational therapist provides assessment, treatment and consultative services to students at BSS, and promotes capacity building for staff across the school.
The role of the occupational therapist working in schools is to assist the student towards maximum access to, and participation in, all aspects of the school curriculum.
The occupational therapist works with the allied health assistants, teachers, education support staff, other professionals, parents and the students to develop and implement support strategies that are reflected in the individual educational plan (IEP) and disability inclusion profile (DIP).

Responsibilities

· · Independently, with clinical supervision support, provide high quality standard occupational pathology services (assessment, treatment and consultation) which focus on assisting the students to develop their fine and gross motor skills, self-care skills, play and regulation.

• • Apply evidence-based interventions, evaluate and modify interventions and report on outcomes of interventions.

• Provide documentation of occupational therapy services provided, including progress notes, service reports, programs, health support plans and assessments reports for DIP.
• Work collaboratively with the teacher, other professionals, parents, and the student to assist in establishing Individual Education Plan (IEP) goals and support strategies.
• Communicate professionally with school staff, parents and external agencies.
• Conduct training and instruction to school staff within areas of the professional occupational therapy field and within expected level of experience.
• Attend the required meetings. This can include staff meeting, professional learning committee meetings and other team meetings.
• Develop a professional development plan and participate in performance reviews.
• Adhere to privacy legislation, policies and procedures of the Ballarat Specialist School.
• Demonstrate a strong commitment to ongoing professional development.
• Participate in clinical supervision sessions and identify cases and issues which require guidance and supervision from a senior clinician

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 marrung@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

Qualifications, Essential:

• Bachelor degree in Occupational Therapy or equivalent
• Eligibility for membership of OT Australia
• Registered with Australian Health Practitioner Regulation Agency (AHPRA)
• Current Victorian driver¿s license

Applicants who are offered an interview will be required to complete a health declaration as part of the selection process.
Please provide a minimum of two professional referees.

Conditions of Employment

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.