Occupational Therapist 0.4 (negotiable)

Government schools

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Applications close Tuesday 12 August 2025 at 11.59pm

Overview

Work Type: Fixed-term - Part-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 4

Occupation: Health and allied health

Location: Melbourne - Western suburbs

Reference: 1485529

Location Profile

Carranballac P-9 College is a government school for students from Foundation to Year 9. Located in the western Melbourne suburb of Point Cook, the college comprises two campuses: Boardwalk (established in 2002) and Jamieson Way (established in 2006). As of June 2025, the college enrolled approximately 863 students, including 25 international students, reflecting our diverse and multicultural community. The student body represents over 63 nationalities, with approximately 32% of students from a culturally and linguistically diverse background. The college is led by a principal class team consisting of the college principal, two campus principals and two assistant principals, supported by 80 teaching staff and 32 non-teaching staff.

Vision, Mission, and Values:

• Vision: "One College, Infinite Possibilities, Working Together, Embracing the Future"
• Mission: "Our College fosters excellence in lifelong learners who are resilient, connected, and respectful"
• Values: Respect, Inclusiveness, Resilience, Integrity, Responsibility

These guiding principles underpin aspects of the college's operations, fostering a cohesive and inclusive school culture.

Curriculum and Learning Approach:

The college delivers a comprehensive learning program that is aligned with the Victorian Curriculum, ensuring high-quality and engaging learning opportunities for all students. Key curriculum areas include:

• English and Mathematics: Targeted, evidence-based programs designed to strengthen essential literacy and numeracy skills
• Languages: Japanese language instruction is provided from Foundation through to Year 8, supporting students to develop intercultural understanding and communication skills
• Science: A science program fosters curiosity, critical thinking, and inquiry skills across biology, chemistry, physics, and earth sciences. Students benefit from access to well-equipped science laboratories that support practical investigations and hands on learning experiences
• Humanities: Covering history, geography, civics and citizenship, and economics, the humanities curriculum helps students build a deeper understanding of society, culture, and the world around them
• Arts and Technology: Encompassing visual arts, music, food technology, and wood technology, these programs encourage creativity, innovation, and problem-solving skills
• Health and Physical Education: Structured programs promote physical wellbeing, teamwork, leadership, and lifelong healthy habits through a diverse range of sporting activities
• Electives Program (Years 7–9): A broad, student-centred electives program empowers learners in Years 7 to 9 to pursue their interests and passions while building agency, confidence, and future pathways

The college is beginning to embed the Department of Education's Victorian Teaching and Learning Model (VTLM 2.0) and utilises Professional Learning Communities (PLCs) to ensure data-informed and differentiated instruction.

Student Wellbeing and Support:

A wellbeing framework supports students' social and emotional development, featuring a wellbeing assistant principal supported by a wellbeing team, mental health practitioner for secondary students, two mental health in primary school (MHIPS) coordinators at each campus (total 1.2) and a defence school mentor assisting families in transition. Programs such as Resilience, Right and Respectful Relationships (RRRR), School Wide Positive Behaviour Support (SWPBS), and restorative practices are integral to promoting a safe and respectful learning environment. Additionally, the college provides:

• Tutor Learning Initiative (TLI)
• Implementation of Disability Inclusion Profiles (DIPs) to support Tier 3 students
• Multi-Tiered Systems of Support (MTSS) to address student needs

Facilities and Community Engagement:

The college facilities include the following:

• Performing arts centre utilised for school and community events
• Science laboratories and technology rooms
• Music rooms with recording studios
• Well-resourced libraries and flexible learning spaces
• Outdoor areas featuring ovals, basketball courts, shaded playgrounds and turfed play spaces

The college maintains partnerships with local organisations, such as Scouts Victoria, and offers an outside school hours care program through 'TheirCare', accommodating families' needs beyond regular school hours.

Strategic Direction:

Following the 2021 school review, the college implemented a four-year strategic plan focusing on:

• Maximising student achievement and growth, particularly in literacy and numeracy
• Enhancing student voice and agency in learning
• Improving student wellbeing and engagement across all year levels

These goals were pursued through continuous professional development, curriculum refinement, and community collaboration.

Selection Criteria

SC1. Knowledge of the use and implementation of interventions that assist children with a broad range of additional learning, social and emotional needs, to participate in all school-based activities, including play, sensory regulations, fine motor and self-care.

SC2. Demonstrated understanding of the importance of working positively and effectively with a multi-disciplinary team.

SC3. Ability to communicate effectively with students, families, staff and other professionals on a service delivery and client-based issues.

SC4. Demonstrate capacity to resource and build the capacity of school staff on relevant intervention related that support students within the school environment.

SC 5 Demonstrate an understanding of inclusive education, including the Multi-Tiered System of Supports (MTSS) and Disability Inclusion reform in Victoria.

SC 6. An understanding and commitment to using adaptive equipment to support participation and productivity within everyday environments

Role

The Occupational Therapist applies sound theoretical knowledge and practical expertise to assess and support the functional, sensory, motor, and regulatory needs of students from Prep to Year 9. They provide high-quality, student-centred services in accordance with school policies and guidelines, working both independently and collaboratively within defined school and education department frameworks.

This role involves leadership in occupational therapy practice, contributing to the strategic planning of inclusive education and wellbeing services, and influencing staff through evidence-based recommendations and best-practice strategies. The Occupational Therapist plays a pivotal role in enhancing student engagement, learning, and wellbeing through specialist intervention, collaborative planning, and the development of teacher capacity.

Working as part of a multidisciplinary team, the therapist provides direct support to students, consultative services to families and staff, and actively contributes to whole-school inclusion by embedding occupational therapy strategies within classroom environments and broader learning settings.

Responsibilities

• Assess students' functional needs (e.g., regulation, motor skills, self-care, social participation).
• Develop professional reports and contribute to Disability Inclusion Profiles.
• Design and deliver age-appropriate individual and group programs aligned with learning goals.
• Monitor and report on student progress, adjusting supports as needed.
• Advise on access equipment and environmental adjustments to enhance participation.
• Implement programs through small group activities or embedded within classroom instruction.
• Deliver targeted supports aligned with the school’s Multi-Tiered System of Supports (MTSS).
• Contribute to the development and review of Individual Education Plans (IEPs), Behaviour Support Plans, and Inclusion Plans.
• Provide coaching, consultation, and professional learning to build staff capability in supporting students’ occupational needs.
• Communicate clearly and sensitively with students, families, and carers to explain strategies, support plans, and progress.
• Offer direct and indirect support to families, including participation in meetings and the creation of accessible resources.
• Participate in Student Support Group (SSG) meetings, case conferences, therapy team discussions, and other school-based planning forums.
• Contribute to the procurement and development of therapeutic tools and classroom accommodations.
• Maintain accurate documentation, confidential records, and data for reporting and funding purposes.
• Work as an integral member of the school’s multidisciplinary wellbeing and inclusion team, using evidence-based practice and data to inform decision-making.
• Demonstrate professional, timely, and sensitive communication with all school community members.
• Other responsibilities as outlined by the principal.

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

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