Location Profile Naranga is a school in Frankston for students aged 5 to 18 who have a mild intellectual disability. Our motto is ¿Learning for Life¿, and we aim to prepare each student to be an active contributor within the community. We provide an engaging and comprehensive developmental curriculum that ensures each student will achieve personal success and achieve progress within a supportive environment. Programs are innovative and accommodate the individual learning styles and needs of students. Integrated and holistic learning opportunities are developed so that students acquire knowledge and experience within engaging activities. Classes range in size from 6 to 14 students, reflecting the individual needs of students and their capacity for independence. An Individual Education Plan is developed for each student ¿ in consultation with families and carers. The Victorian Curriculum is delivered within a framework of whole-school expectations. Students in their final two years of schoolwork towards transitioning into post school options. Senior students also have the opportunity to participate in select vocational education and training certificates. The staffing structure is designed to support and extend student learning by focussing on interests, skills and wellbeing. In addition to traditional subjects such as English and Mathematics, the school offers learning opportunities through specialist activities such as Health and Physical Education, The Arts, Digital and Design Technology and Science. Additional supports are provided through student wellbeing, psychology, speech pathology and occupational therapy. The learning journey at Naranga is supported by School-Wide Positive Behaviour Supports and Restorative Practices, which are incorporated into daily school life. Students¿ achievements are regularly celebrated at every level: within classes, in sub-schools, across the whole school and in the broader community. We are proud and active members of the Sustainable Schools program. We have current registration with eSmart, and actively engage our students in the Bully Stoppers program. Parents are strongly encouraged to be involved in the development of their child¿s academic learning program, and as part of the broader school community. We work closely with parents to host information sessions, a Parents and Friends group, a fundraising group, open days and various sporting and musical events. Our School Concert is the highlight of our calendar year. Naranga School is identified as having a low socio-economic band. We received additional funding under Equity Reform. This money was used to support individualised learning programs for students through smaller class groups, explicit instruction, additional education support staff and therapy services. In 2025, 162 students are enrolled and supported by teachers and education support staff, including a psychologist, speech pathologist, mental health practitioner and occupational therapist. Leadership comprised a Principal, Assistant Principal and 2 Leading Teachers and 2 learning specialists. Maggie the school¿s therapy dog in training, provides individual and group support to students across the school 5 days per week. Selection Criteria Demonstrated knowledge and capacity to design and implement individual occupational therapy programs for students with an Intellectual Disability to enable them to better access the school¿s curriculum. Demonstrated capacity to engage effectively with teachers, therapists, agencies, families and education support staff to achieve best learning outcomes for all students. Demonstrated capacity to undertake assessments and provide written and verbal reports for funding applications, classroom interventions and contribute to student Individual Learning Plans. Demonstrated commitment to ongoing professional learning and the capacity to reflect critically upon professional practice relevant to specials schools. An ability to share newly acquired skills and to embed them in whole school practice both informally and formally through facilitation of professional development. 5. Demonstrated ability to work effectively with minimal supervision within several multi-disciplinary teams. Role The occupational therapist will be responsible for the provision of occupational therapy interventions in a special school setting for students from 5-18 years of age with a mild intellectual disability. The occupational therapist will work alongside teachers, education support staff and therapists in a multi-disciplinary context using contemporary evidence-based therapeutic and educational frameworks. The successful applicant will undertake a range of duties including; but not limited to; assessing areas of need, establishing interventions, and writing reports in the areas of motor skills, handwriting, sensory processing, functional living skills, funding applications and informing education teams. Responsibilities to provide occupational therapy services to Naranga students aged 5 to 18 years to support students' participation programs in community access programs. to work cooperatively within and across teams to assess, develop goals and report on individual students. to develop, implement and evaluate class-based programs that incorporate therapeutic interventions and support student learning. to attend and contribute to Student Support Group meetings. to contribute to the development and implementation of the school¿s Strategic Plan. to prioritise and cater for students with sensory needs. to provide comprehensive occupational therapy assessments, such as ADL, sensory, etc. to attend relevant clinics and appointments with students and their families. to maintain personal professional development and provide professional development for school staff. to participate in the staff Performance and Development program. to attend a variety of meetings e.g. staff, departmental, team. Provide formal assessments and reports for PSD applications. to work with Leadership and the wellbeing team to maintain the high standard of therapy services. 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 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