Location Profile GroupBox1 There is flexibility for this position to be part time (Minimum 3 days), and there is potential for this position to become ongoing in the future. PurposeThe School caters for Prep to Year 3 students diagnosed with ASD. Its philosophy is to seek to give students the skills to integrate into mainstream/special settings. Hence students may remain from one to four years.School ValuesOur school demonstrates commitment to the following values: Diversity Respect Learning as an ongoing process Sharing and growth of knowledge CollaborationSchool ProfileThe Western Autistic School is a large, vibrant and unique school in the western suburbs of Melbourne. We offer an early years program for 300 young children with Autism Spectrum Disorder in Prep to Grades 3 and specific programs for secondary age students.The individual child is the focus of our teaching.Each child is provided with an individual learning plan, in consultation between parents and staff.Foundation skills in social communication, emotional intelligence, and language are an emphasis alongside academic skills.Small classes of 8 students ¿ with two teachers and an aide.School-wide support by expert therapists.Individualised transition program for children to move on to their local neighbourhood school.Ongoing outreach supports.As part of our school's mission, WAS is actively involved in research and training. It has a registered training provider The Autism Teaching Institute (ATI) which provides post graduate qualifications to educators working with students with ASD.Further information about WAS and its branches is available at:www.westernautisticschool.vic.edu.auwww.autismteachinginstitute.org.auwww.autismprac.org.au Selection Criteria APPLICANTS ARE ASKED TO RESPOND TO THE SELECTION CRITERIA DEMONSTRATING KNOWLEDGE AND SKILLS WORKING WITH STUDENTS WITH AN AUTISM SPECTRUM DISORDER. SC1 Extensive experience in the Application of Occupational approaches and methods related to service delivery and enablement in Sensory Processing Disorder and Autistic Spectrum Disorder. SC2 Ability to deliver a comprehensive Occupational Therapy service to students and families in a specialist educational environment. Service encompasses assessment, analysis, reporting, individual/group work, education and program delivery advice. SC3 Demonstrated capacity to work as part of a collaborative professional team, including mentoring and supervising less experienced therapists. SC4 Experience in the design and delivery of professional learning in the areas of Occupational Therapy for teachers and other educational professionals, with a commitment to professional learning for both self and others. SC 5 Highly developed verbal and written communication and interpersonal skills, including demonstrated sensitivity to family issues in special education. Role [Attendance requirement for this position] 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 Responsibilities GroupBox1 The Role of Occupational Therapist Practitioner with the School is to provide consultative and direct clinical services within the school environment. It includes the responsibility for the development and planning of individual and group-based services to students, staff and parents. In addition the role will involve liaison with external agencies in the provision of equipment and service delivery. A component of the role may include the delivery of professional development packages and educational material to teaching staff and parents. The Role will also encompass a contribution to operational and strategic planning with respect to professional service delivery within the school. Services are primarily school based relating to the students identified needs and curriculum based objectives. The model of service delivery is integrated into the classroom and collaborative with the family and involved community agencies. Clinical Provide assessment and devise appropriate treatment programs for students referred by or discussed in a team or as requested by the Principal/Assistant Principal. Work in consultation with teaching teams to undertake goal planning for students within the Individual Educational Programs (IEP's) framework. Design, implement and evaluate treatment and learning programs according to students individual needs in collaboration with teaching staff. Work collaboratively with teachers, parents and other community agencies where indicated to provide the best possible outcomes for the students at WAS. Provide written and verbal assessments for engaged agencies, teachers and parents where appropriate. Maintain records and relevant documentation in student files. Professional Ensure a high personal standard of work. Engage in peer review, performance appraisals, supervision and other quality assurance activities. Prepare professional development for staff of the school. Undertake relevant professional development. Establish links with local paediatric OT's and relevant OT networks. Responsibility for the maintenance of resources and systems in conjunction with other staff. Engage in the development of school policies and procedures which relate to OT services, planning and delivery. Undertake other professional duties as requested by the Principal. Who May Apply Graduate of an Occupational Therapy Training School recognised by the AAOT and World Federation of Occupational Therapists. Bachelor of Applied Science in Occupational Therapy is a minimum academic requirement. All applicants must be registered to practice as an Occupational Therapist with the Allied Health Practitioner Regulation Agency (AHPRA). EEO AND OHS Commitment The Department of Education and Training 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. 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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx DE Values The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx Other Information A written response to each of the Selection Criteria is mandatory. There is flexibility for this position to be part time (Minimum 3 days), and there is potential for this position to become ongoing in the future. Up to three referees who are able to comment on your application in relation to the Selection Criteria. Referees other than those nominated may be contacted by the Panel. This position is located at Western Autistic School - 1 Burnley Street, Laverton. 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