Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Eastern suburbs
Reference:
Selection Criteria
Essential
* Qualifications and Registration
* Recognised tertiary qualification in Occupational Therapy
* Current registration with the Australian Health Practitioner Regulation Agency (AHPRA)
* Victorian Working with Children Check
* Experience with Adolescents
* Demonstrated experience working with adolescents, preferably in a school or youth-focused setting
* Strong understanding of adolescent development and its impact on learning, behaviour, and wellbeing
* School-Based and Inclusive Practice
* Understanding of how occupational therapy supports learning and engagement within a secondary school context
* Knowledge of inclusive education principles and the ability to apply them in school settings
* Collaboration and Communication
* Well-developed communication and interpersonal skills
* Ability to work collaboratively with teachers, school leaders, wellbeing staff, families, and external professionals
* Capacity to provide practical, classroom-ready advice to educators
* Student-Centred Practice
* Commitment to strengths-based, trauma-informed, and inclusive practice
* Ability to build positive, respectful relationships with young people
* Organisation and Professional Standards
* Strong organisational and time-management skills
* Ability to manage a school-based caseload and maintain accurate documentation
* Understanding of professional, ethical, and confidentiality requirements
Desirable
* Experience working in Victorian government schools
Knowledge of DET frameworks, including:
*
o Student Support Groups (SSGs)
* Individual Education Plans (IEPs)
* Inclusive Education Policy
* Experience supporting students with autism, ADHD, anxiety, or sensory regulation needs
* Experience delivering professional learning or consultation to teaching staff
* Familiarity with Positive Behaviour Support and multi-tiered systems of support (MTSS)
Role
The School-Based Occupational Therapist supports secondary students to engage effectively in learning by addressing functional, sensory, emotional regulation, and executive functioning needs that impact participation in school life.
The role aligns with the Victorian Government¿s inclusive education policy, focusing on capacity-building, early intervention, and collaboration with teachers and wellbeing staff to create supportive, inclusive learning environments for all students.
This position is embedded within the school¿s Student Wellbeing and Inclusion Team and works closely with teaching staff, families, and external professionals where appropriate.
Responsibilities
Student Support
Provide school-based occupational therapy assessment and intervention for secondary students experiencing challenges related to:
*
o Emotional regulation and self-management
* Sensory processing and sensory modulation
* Executive functioning (organisation, planning, attention, task initiation)
* Functional participation in classroom and school routines
* Deliver targeted individual and small-group interventions linked to learning, wellbeing, and engagement goals
* Support students with diagnosed and undiagnosed additional needs, including neurodivergent learners
Classroom and Whole-School Support
* Work collaboratively with teachers to develop and implement practical strategies that support student regulation, engagement, and independence
* Assist in adapting learning environments to support sensory and functional needs
* Support students through key transitions (e.g. timetable changes, assessment periods, movement between classes)
* Contribute to whole-school approaches that promote inclusive practice and student wellbeing
Collaboration and Student Planning
* Work as part of the school¿s multidisciplinary wellbeing team, including psychologists, counsellors, learning specialists, and leadership
* Participate in Student Support Group (SSG) meetings
* Contribute to Individual Education Plans (IEPs), Behaviour Support Plans, and wellbeing documentation
* Liaise with families and external allied health providers, where appropriate, to support consistency of strategies
Professional Practice and Compliance
* Maintain accurate, timely documentation in line with DET policies, AHPRA standards, and school procedures
* Use data, observation, and feedback to inform interventions and monitor student progress
* Contribute to the school¿s Child Safe Standards and duty of care obligations
* Engage in ongoing professional learning and reflective practice
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
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.
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
Location Profile
Cranbourne West Secondary College abuts rapidly growing residential areas in the suburb of Cranbourne. The school will work in partnership with the community to provide authentic learning opportunities and best academic and personal outcomes for all students. Cranbourne West Secondary College in the rapidly growing suburb of Cranbourne opening in January 2021 with 198 Year 7 enrolments. Currently the College has 1600 students across Year 7 to Year 11 and is anticipated to grow beyond 2000 students in 2026 as we commence our first year of Year 12. Neighbouring schools are relatively large and Cranbourne West Secondary College is expected to grow quickly to meet residents¿ demand for excellence in education, consistent with the vision for the Education State.
Cranbourne West Secondary College will provide students with state of the art facilities in STEM, Visual Arts, Physical Education and Performing Arts spaces to cater for the learning needs of all students.
Commitment to Excellence and Inclusion
Cranbourne West Secondary College delivers the highest quality of education for all learners. As a Supported Inclusion School, Cranbourne West Secondary College sets strong culture of inclusion at a whole-of-school level. The innovative and evidence-based schools design is flexible and allows schools to have students with special needs in the classroom with their peers, utilise smaller spaces and/or run stand-alone classes depending on the cohort of students.
Cranbourne West Secondary College staff deliver excellence by responding to the diverse needs of their students. We will provide staff access to a suite of Department educational resources and programs that support exemplary inclusive practice. Our College will demonstrate a strong commitment to outstanding post school outcomes for all students, be that University or other further study, apprenticeships, traineeships or full-time work.
School Vision and Values
Cranbourne West Secondary College fosters a love of learning. We respect inclusion, diversity and indigenous heritage. We aspire for continuous improvement in all our students as they grow into adulthood. We live by our motto, diversis viribus - ¿strength through diversity¿, and look forward to our students emerging as resilient, productive and cooperative members of the community.
Cranbourne West Secondary College¿s motto is Diversis Viribus - `Strength through Diversity¿; our values are intrinsically linked to this motto as we ASPIRE every day:
Acceptance - to accept someone is to acknowledge them, to recognize how they are different, and to say that it is okay. Acceptance is good
Sincerity - the quality of being open and truthful
Perseverance - is not giving up. It is persistence and tenacity, the effort required to do something and keep doing it till the end, even if it's hard.
Inclusion - a group that's particularly welcoming to all kinds of people. To include someone is to intentionally pursue ways to make them feel welcomed, heard, and valued.
Respect - respecting myself, others and the school environment.
* Excellence - the quality of excelling; possessing good qualities in high degree and continually striving to improve.
Applications close Monday 9 February 2026 at 11.59pm
Posted
27 January 2026