Overview
Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Hume - Wodonga
Reference:
Selection Criteria
* Demonstrated ability to conduct Physiotherapy assessments and reporting as required in a range of Physiotherapy areas relevant to the setting
* Demonstrated ability to support professionals and caregivers to understand and implement Physiotherapy recommendations within an educational setting
* Demonstrated knowledge and understanding of intellectual disability, autism and/ or physical disability and its impact on participation and learning within an educational setting
* Demonstrated highly developed communication and interpersonal skills to work with students, staff, multidisciplinary team and liaise with parents as well as external professionals
* Ability to contribute to the design and delivery of professional learning to staff, in the area of Physiotherapy.
Role
Type Role Description 24 - Other
Visibility Internal and External
To prov'de classroom based physiotherapy support to teachers as allocated through a referral model.
* To work collaboratively within transdisciplinary teams to develop and implement students individual program plans and complete the school's requir To provide individual physiotherapy services and consultancy with staff. parents and students as required.
* To attend meetings whiCh include team meetings, staff meetings, departrnental meetings and planning meetings for Individual Learning Plans and F
* To demonstrate an innovative approach to planning and implementing physiotherapy programs,
* To provide appropriate intervention strategies and advice regarding specialised aids and equipment to enable students to achieve optimal functionir
* To prescribe and coordinate the purchase of individualised equipment and seating for students
* TO monitor and service individual and school based equipment- incklding wheelchairs
* To establish effective communication with teaching staff and to consult and advise other team members, families and caregivers regarding student
* To contribute to the education of teachers and teacher aides through staff meetings and professional development sessions
* To participate in personal and departmental appraisal processes
TO identify and participate in professional development consistent with identified personal and professbnal development needs, This may involve p
* TO support and promote a positive and motivating environment throughout the school
Responsibilities
egcription Type Responsibilities Description 130
Visibility and Extemal
PROVISION Of high quality, direct clinical services to a case load Of children including assessment. task analysis, and intervention indicated by:
* application of contemporary theoretical knowledge in the assessment, treatment and review Of Children with a range Of disabilities including cerebn syndromes affecting physical development and intellectual disability
* assessment Of children and planning and implementation Of programs to facilitate and promote development in the areas identified within the Indiv
* prepare for and attend Individual Education Planning meetings and other meetings as required to contribute to goal setting
* provision of individualised programs in the classroom and therapy rooms community settings
* provision of group programs in the classroom and therapy rooms or community settings
Production Of reports and documentation as required by the Department of Education and Early Childhood Development (DEECD} and Belvoir Spec/al S
* production 01 high quality formal reports on standardised and other assessments
* production Of reports for purposes determined by the school, for example, Program Support Group Meetings, Disability Program Funding Applicati'
* completion of reports and application requirements as required for direct service delivery', fot example, applications for funding for stucent equ¿prn€ supported seating systems etc
* letters and Other documentation to professionals and other agencies
* written summaries of intervention as required
* verbal reporting and liaison with Other staff. parents, team meetings and Other meetings required
Program/Curriculum Development (in areas other than direct therapy provision)
* work with others to develop curriculum programs as required
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
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 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:
Other Information
* 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
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
Location Profile
LOCATION PROFILE
Belvoir Special School is a multi-mode specialist school in Wodonga which provides a high-quality educational program for students with mild, moderate and profound intellectual disabilities. Many students also have a level of Physical disability. Students range in age from five to eighteen years of age. In 2014 the school moved to a brand-new purpose-built facility. Current student population is 156. To attend the school students must meet the statewide eligibility criteria and are enrolled at Belvoir Special School after consultation with parents, previous schools or kindergartens and appropriate paramedic personnel if needed, in accordance with the school's documented enrolment policy. Our school's philosophy is reflected in its programs and based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Belvoir is a School Wide Positive Behaviour Support School and has developed a school culture that is reflected by the ideals of SWPBS. As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community. Belvoir is committed to developing lifelong learners who are encouraged to pursue their individual strengths and talents. Our aim is to enable all students who graduate from Belvoir to live an `enviable life¿ which allows them to achieve all their dreams. To do this we require committed teachers and support staff who see the special characteristics of all our students and will strive to ensure each individual feels safe, is confident and valued as a person.
Applications close Tuesday 19 August 2025 at 11.59pm
Posted
6 August 2025