Selection Criteria

SC1 Demonstrates ability to select and apply current evidenced based practice in the provision of Occupational Therapy practice in a primary school setting.
SC2 Relevant critical experience and/or knowledge or interest in the areas of paediatric disability practice and sensory processing.
SC3 Demonstrates ability to form collaborative partnerships with families, staff and community members from a range of professional and cultural backgrounds.
SC4 Demonstrates excellence in oral and written communication including developing relevant evidence-based goals for students to inform IEPs and other support plans.
SC 5 Demonstrates ability to use initiative for problem solving, setting priorities within the caseload and time management.
SC6 Demonstrated experience and capability to plan, implement and support adjustments for students identified for the Disability Inclusion Model, including developing support plans for Disability Inclusion profile meetings.

Responsibilities

The responsibilities of this position will be:
1. Regular consultation with teachers and parents in relation to the progress of students.
2. Provide written and verbal assessment and recommendations to teachers and parents where appropriate.
3. Work in consultation with teaching teams to develop relevant evidence based goals for students to inform IEPs and other support plans.
4. Provide professional development to staff of the school and the community as requested/appropriate.
5. Meet regularly with the wellbeing team and other school staff in structured meetings regarding ongoing development and strategic planning of service provision to students, staff, parents and community agencies.
6. Keep accurate and relevant file notes for individual students and perform administrative duties.
7. Understanding of the Disability Inclusion Model and the roles and responsibilities associated with supporting and implementing such programs in a primary school setting.

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 marrung@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

Location Profile

Hampton Park Primary School is located in the south-eastern suburb of Hampton Park in the Southern Melbourne Area, a rapidly growing area in the South East Victoria Region. The school's SFOE is 0.5893. Current staffing profile comprise the Principal, 2 Assistant Principals, 1 Leading Teacher, 3 Learning Specialists, 27 teachers and 39 Education Support staff. The school has a 2024 enrolment of 435 students.
The school is characterised by its rich cultural diversity with students representing 38 language backgrounds, provides a Prep to Year 6 program that recognises the wide-ranging educational and social needs for the students. The school motto 'Persistence, Creativity, Excellence' is reinforced by the values of Respect, Co-operation, Friendliness, Best Effort and Equality and the school's Service Standards that guide the work of teachers and education support staff.
At Hampton Park Primary School, we place great importance on students developing high-level literacy and numeracy skills. To support this, we have developed specific programs for students across all year levels, which enables them to experiment, discover, manipulate and explore concepts in a practical manner. We acknowledge that explicit teaching and hands on activities are both vitally important for developing the academic skills of all students.
Students have individual learning goals and are challenged academically. The school places a significant emphasis on collaboration of teachers to plan at the point of need. Professional Learning Communities, regular year level team meetings and curriculum groups provide teachers with a range of opportunities to discuss, analyse and respond to student data in order to maximise learning outcomes.
Hampton Park Primary School, in 2018, opened a new $5.7 million rebuild, which includes several new classrooms and innovative STEM learning spaces. The introduction of a STEM based curriculum will ensure that all students are equipped with the innovative skills and knowledge that will allow them to solve real world problems using the increasingly important and internationally recognised STEM competencies of Science, Technology, Engineering and Maths. The well-resourced specialist programs of Science, Digital Technologies, Visual Arts, Performing Arts, Mandarin and Physical Education are provided for all students each week and these specialist teachers provide a range of opportunities for students to use their new skills in different contexts.
In addition to a strong commitment to academic excellence, Hampton Park is an accredited Kids Matter school and we are now committed to the BE YOU Initiative to support our students¿ social and emotional wellbeing in order to build resilience and maintain positive mental health. We encourage parental involvement in the school, as we believe that an effective school community is built on strong and productive relationships with families. To this end, we organise family events each term that are extremely popular and well attended.
The school regularly achieves success in Interschool Sport, winning championships in a range of sports. Students are encouraged to try out for individual and team sports and those who participate, learn that success comes not only from winning but also from doing your very best.
At Hampton Park Primary, we are committed to maintaining an orderly learning environment where students persist in all things and develop a creative approach to learning in their search for excellence. The learning environment is one where students learn to be flexible, reflective and open-minded so they will develop into capable young people with the ability to monitor their own learning and effectively manage challenges as they arise.
In partnership with Community Hubs Australia and AMES, the school operates an onsite Community Hub. The Community Hub plays an integral role in the engagement of the local community by providing opportunities for community members to come together and socialise. The hub also offers weekly playgroup, English language, computer and craft classes.
We are committed to excellence and to ensuring the safety and wellbeing of children. We are a child safe and equal employment opportunity employer. Applications from Aboriginal and Torres Strait Islander peoples and from people from culturally and linguistically diverse backgrounds are encouraged.

Role

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 2.6.1 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.