Role
1. To provide classroom based physiotherapy support to teachers as allocated through a referral model.
2. To work collaboratively within transdisciplinary teams to develop and implement student's individual program plans and complete the school's requirements for assessment and reporting.
3. To provide individual physiotherapy services and consultancy with staff, parents and students as required.
4. To attend meetings which include team meetings, staff meetings, departmental meetings and planning meetings for Individual Learning Plans and Program Support Groups as appropriate.
5. To demonstrate an innovative approach to planning and implementing physiotherapy programs.
6. To provide appropriate intervention strategies and advice regarding specialised aids and equipment to enable students to achieve optimal functioning.
7. To prescribe and coordinate the purchase of individualised equipment and seating for students
8. To monitor and service individual and school based equipment- including wheelchairs
9. To establish effective communication with teaching staff and to consult and advise other team members, families and caregivers regarding student management.
10. To contribute to the education of teachers and teacher aides through staff meetings and professional development sessions
11. To participate in personal and departmental appraisal processes
12. To identify and participate in professional development consistent with identified personal and professional development needs. This may involve participation in professional networks.
13. To support and promote a positive and motivating environment throughout the school.
Responsibilities
The responsibilities of this position will be:
Provision of Therapy Services
Provision of high quality, direct clinical services to a case load of children including assessment, task analysis, and intervention indicated by:
14. application of contemporary theoretical knowledge in the assessment, treatment and review of children with a range of disabilities including cerebral palsy, down syndrome, muscular dystrophy, syndromes affecting physical development and intellectual disability
15. assessment of children and planning and implementation of programs to facilitate and promote development in the areas identified within the Individual Learning Plan (ILP) for each student.
16. prepare for and attend Individual Learning Planning meetings and other meetings as required to contribute to goal setting
17. provision of individualised programs in the classroom and therapy rooms or community settings
18. provision of group programs in the classroom and therapy rooms or community settings
Documentation and Reporting
Production of reports and documentation as required by the Department of Education and Early Childhood Development (DEECD) and Wangaratta District Specialist School evidenced by:
19. production of high quality formal reports on standardised and other assessments
20. production of reports for purposes determined by the school, for example, Program Support Group Meetings, Program for Students with Disability (PSD) Funding Applications
21. completion of reports and application requirements as required for direct service delivery, for example, applications for funding for student equipment wheelchairs, standing frames, supported seating systems etc
22. letters and other documentation to professionals and other agencies
23. written summaries of intervention as required
24. verbal reporting and liaison with other staff, parents, team meetings and other meetings as required
Program/Curriculum Development (in areas other than direct therapy provision)
25. work with others to develop curriculum programs as required
26. determine appropriate assessment tools and conduct assessments and work collaboratively to develop programs and resources for the provision of therapy services
27. provide practical skills training to other staff as required within level of experience
Professional Conduct
28. adherence to Privacy legislation including respecting the confidentiality of students and families and staff
29. attend all meetings and observe meeting protocols as required
30. show a willingness to accept responsibility and to work effectively, to work under limited supervision and to seek assistance as required
31. participate in professional development and provide professional development in consultation with others and to level of experience
32. participate in performance reviews as required
33. develop an awareness of the resources and systems within the school, DEECD, funding bodies and professional organizations
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Conditions of Employment
34. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
35. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
36. A probationary period may apply during the first year of employment and induction and support programs provided.
37. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Wangaratta District Specialist School is a multi-mode specialist school catering for students with mild to severe intellectual and associated disabilities from five to eighteen years of age. We strive to provide a purposeful, comprehensive learning environment meeting the social, emotional and educational requirements of every student.
More than 60 Teaching, Educational Support and Allied Health staff are passionately committed to working with families, carers, specialists, relevant outside agencies and the local community to ensure students achieve their maximum potential and targeted educational outcomes. Enrolment continues to increase with fervour. The 2023 school year began with 160 students enrolled.
WDSS is located in the Rural City of Wangaratta and services the Benalla, Myrtleford, Ovens and King Valleys, Rutherglen, Wahgunyah, and Wangaratta districts. Five buses transport students from within Wangaratta and the many towns in surrounding districts.
The school’s philosophy is reflected in its motto, `Together We Will’. This is based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Strong and respectful relationships between all members of the school community are encouraged as is the active involvement and participation of students, staff, parents, caregivers, volunteers and the wider school community. This is reflected in the strong relationship the school has with all its stakeholders and the high regard with which the school is held in the wider community.
Currently the school is organised as a junior, middle and senior school, with 18 classrooms grouping students based on a variety of criteria, with a view towards helping students achieve short term goals as stepping stones towards a long term post school outcome. Class sizes vary from 5 students to 12 students and are staffed according to the student need in each classroom.
All students have an individual learning plan established in consultation with parents and relevant professionals. In the last three years of school the focus is on transition to adult programs and this includes work experience, participation in TAFE programs and increased responsibility around the school and community.