Role
hours per week - selected work day is negotiable.
1. To recommend a variety of occupational therapy interventions and strategies for individual small group and class programs.
2. To establish the key sensory, motor and learning needs of the student population, devise relevant intervention plans, and use a variety of modes to deliver services.
3. To consult with and advise teachers and ES staff in the development of occupational therapy programs/strategies.
4. To display creative, relevant, and innovative qualities to engage students, staff and parents on program design, to support students to achieve their learning goals.
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 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
5. Regularly consult with teachers and parents in relation to the progress of students.
6. Conduct appropriate Occupational Therapy assessments for students aged 5-12 years, and provide written and verbal assessment and recommendations to teachers and parents where appropriate. Assess and write reports for individual students for funding under Disabilities Program.
7. Work in consultation with teaching teams to develop relevant occupational therapy goals for students to meet their needs.
8. Provide professional development to staff of the school and the external community as requested/appropriate.
9. Maintain and upgrade therapy resources in consultation within the multidisciplinary team.
10. To recommend appropriate equipment according to students needs and liaise with external agencies as appropriate. Prescribe and purchase equipment for the school, and ensure that the school equipment is well maintained and safe for use.
11. Ensure a high standard of work as guided by evidence-based practice and sound clinical reasoning.
12. Meet regularly with the multidisciplinary team and other school staff in structured meetings regarding ongoing development and strategic planning of service provision to students, staff, parents, and community agencies.
13. Keep accurate and relevant file notes for individual students and perform administrative duties.
14. To conduct oneself in line with all school and departmental policies and procedures, as well as those outlined by the Australian Health Practitioner Regulation Agency (APHRA) and OT Australia.
Who May Apply
Required
15. Applicants must be qualified as a psychologist, social worker, mental health nurse or occupational therapist. Specifically: For Psychologists, applicants must hold full registration with AHPRA For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers For Occupational Therapists must hold full registration with AHPRA
16. Have demonstrated direct counselling experience
17. Have a current Working With Children Check
Desirable
18. For Psychology applicants, specialisation in education and/or developmental psychology.
19. For Mental Health Nurse applicants, hold a Mental Health Nurse Credential and membership with the Australian college of Mental Health Nurses.
20. For Social Work applicants, hold membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
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
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
Other Information
21. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
22. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
23. A probationary period may apply during the first year of employment and induction and support programs provided.
24. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
For positions in special settings, a person is not eligible for employment unless they meet the on commencement in the position.
Location Profile
School Profile
Athol Road Primary School has a current enrolment of 394 students, comprising a large range of different cultures and approximately 80% of students who do not speak English at home.
Athol Road Primary School is a unique, diverse community of learners who focus on the RICH school values of building R ESPECT, encouraging I NNOVATION, valuing C OMMUNITY and setting H IGH EXPECTATIONS. The school’s richly diverse multicultural community works together to create a well-resourced, orderly learning environment which caters for the needs of each individual and acknowledges and celebrates achievements. Cultural diversity flavours all school programs and provides a background for teaching tolerance and respect. Each individual is challenged to grow emotionally, intellectually and socially to achieve their personal best.
Athol Road Primary School operates as a Professional Learning Community with a commitment to continuous improvement. Teachers work collaboratively with a focus on improving student learning outcomes. Teachers are highly dedicated and have a collective commitment to all students. Personalised Learning underpins the teaching and learning whereby the individual needs, interests and learning styles of all students are at the centre of every decision made.
The school strongly believes the emotional and physical wellbeing of students is pivotal to their success at school and in their future lives. Students are better prepared for learning when they are healthy, safe and happy. At Athol Road Primary School student welfare is the responsibility of all staff who deliver a whole school approach to student health and wellbeing. In addition, specialised support staff work with students and families to support the diverse needs of the community. The building of supportive caring relationships which fosters a strong sense of connectedness and belonging is central to every aspect of school life.
Multi-skilled teachers, supported by strong leadership and a dedicated team of non-teaching staff, are committed to implementing a forward thinking, student focussed curriculum which is engaging, challenging and sustainable. The curriculum is designed to foster curiosity and develop higher order thinking which allows students to solve problems, gain understanding and discover new meanings. Student Voice, Agency and Leadership is integrated in all aspects of student learning and the school environment. All students are valued and acknowledged as having unique perspectives on learning, teaching and schooling. Students are provided with opportunities to express their ideas and thoughts and actively shape their own education.
The school strives to foster the potential talents of students by enriching their bodies, minds and creativity through a diverse range of extension activities that enhance the formal curriculum and challenge them to achieve excellence in a wide range of cultural, artistic and sporting activities - both within the school and within the wider community. Vibrant specialist programs provide students with opportunities to excel in areas of Environmental Education, Visual Arts, Performing Arts, Physical Education and Mandarin.
The Athol Road Primary School Early Learning Centre provides a seamless transition to school and a strong link with the local community. The Early Learning Centre is located on the school site and caters for over 100 children each week in:
25. A 5 star playgroup program focusing on the development of self-confidence through experiences that stimulate the senses, develop fine and gross motor skills and facilitate the development of emerging language and social skills
26. 3 and 4 year old kindergarten programs where children are supported in building self-esteem, confidence and a positive attitude to learning through an indoor, outdoor play based program which allows them to explore and experience success
Important information for applicants
27. Applications MUST address the specified selection criteria. A limit of one page of standard 11 point text is suggested for each selection criterion.
28. Personal and other information should not exceed 2 - 3 pages.
29. Applicants must make every attempt to lodge applications through Recruitment Online. In the rare case that applicants are unable to access Recruitment Online, e-mail applications will be accepted at
30. Applicant’s name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment.
31. Compressed files such as .zip files are not compatible with the Recruitment Online system.
32. Graphics and artwork are not encouraged and should be kept to a minimum.
33. One attachment only: c over letters, references and other items, if included, should be incorporated into the one application attachment.
34. The names and contact details including mobile phone of up to three referees must be provided with the application.
35. Applicants are strongly advised to visit our website to find out more about our school as tours will not be conducted:
Should you have further queries in regard to the position, please contact:
Principal, Ruby Toombs on 9547 1224