Occupational Therapist

Full job description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference: 1523926
Location Profile
Mackellar Primary School, nestled in the heart of Delahey, Victoria, is a vibrant educational environment that thrives on its vision of "Empowering Global Citizens." Situated in a diverse community with a range of well-connected support services, the school benefits from its strategic location within the Melbourne suburb.
The school's collectively developed vision of "Empowering Global Citizens" serves as its guiding principle to ensure our students have ownership of their learning in a way that successfully prepares them for life beyond school, and with a defined moral compass. This vision is firmly anchored in four key pedagogical principles which align with our school mascot the bee. They are:
Bee Connected: Students are encouraged to build connections with peers, subject matter experts and teachers at school, and beyond with business leaders, not-for-profit organisations and government entities. This fosters a powerful sense of belonging and an understanding of the interconnectedness of our world.
Bee Collaborative: Collaboration is a cornerstone of achieving the global and moral aspect of our school's vision. Students are taught the value of teamwork, preparing them for future collaborative endeavours in a global society where one recognises and acts on what is right.
Bee Curious: The school nurtures curiosity amongst its students. They are empowered to ask questions, explore innovative ideas, and develop a lifelong love for learning.
Bee Creative: Creativity is celebrated and encouraged at Mackellar. Students are given the freedom to express themselves creatively, fostering innovative thinking and critical thinking skills.

Social and Emotional Learning
Mackellar Primary School also upholds a set of core values: Resilience, Teamwork, Respect, and Learning. These values are woven into the fabric of the school's culture and guide students in their personal and academic growth. The school places a strong emphasis on social and emotional learning. Programs such as School-wide Positive Behaviour Supports and Resilience, Rights, and Respectful Relationships equip students with essential life skills, promoting positive behaviour and building strong, respectful relationships.
A notable asset of the school is its dedicated Mental Health in Schools Leader, who facilitates a range of positive mental health programs. These initiatives have included art therapy, music therapy, Seasons for Growth, and the 'I Can School Mentoring Program,' which play a vital role in promoting the emotional well-being of students.

Curriculum Achievement
In the realm of teaching, Mackellar Primary School employs ******** and scaffolded methods. English and Mathematics are taught sequentially and progressively, accommodating the diverse learning styles and abilities of its students. Differentiated instruction is a cornerstone of the school's approach, ensuring that every student's unique needs are met. Our inquiry units follow Lee Crockett's Future Focused Learning model, which incorporates his `10 Shifts of Practice'. This forward-thinking approach equips students with the skills needed to excel in the ever-evolving 21st-century landscape.
The school's curriculum offers an exceptional range of specialist subjects: Physical Education, The Arts (Visual & Performing), Languages (Italian), Digital Learning, and Design Technology (Food studies). These subjects offer students diverse opportunities for creative expression and skill development. In addition, Mackellar Primary School is committed to supporting all students in their academic journey. As such, the school offers intervention programs to assist those at risk of not reaching their potential, as well as a high-ability program that nurtures students' strengths across various curriculum areas and an array of student leadership initiatives including School, Vice and House Captains as well as a Junior School Council.

Community Involvement
Parents from the local community are warmly welcomed and encouraged to be actively involved in the school's activities such as our biennial production and art show, days of significance (e.g. ANZAC Day, Day for Daniel, Harmony Week and National Sorry Day) and other school-based events. Subject matter experts are also invited to contribute to classroom based activities ensuring learning is both locally relevant and globally informed.

The principal Simon McGlade, who has led the school since late 2020, is deeply committed to making Mackellar Primary School a school of choice for everyone in the community. The leadership team of the school works collaboratively with all staff to build their capacity, whilst addressing the individual needs of students, fostering an environment of continuous growth and excellence. Together, they ensure that Mackellar Primary School remains a beacon of empowerment and education.
Selection Criteria
Specialist knowledge in Paediatric Occupational Therapy with clinical experience in applying current evidence-based practice in the provision of a comprehensive occupational therapy service.
Relevant critical experience and knowledge in the areas of paediatric disability practice and sensory processing.
Demonstrated ability to form collaborative partnerships with staff and families to devise programs that support students in both the classroom and home environments.
Demonstrated skill in oral and written communication including developing relevant evidence-based goals for students to inform IEPs, specialist input into Disability Inclusion Profiles and other support plans.
Well-developed communication and interpersonal skills, including the ability to consult with the leadership team and other professionals providing services to students.
Who May Apply
Required
Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class. Specifically:
For Psychologists, applicants must hold full registration with AHPRA
For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
For Occupational Therapists applicants must hold full registration with AHPRA
For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member of either the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA)
Demonstrated direct counselling experience
A current Working With Children Check.
Desirable
For Psychology applicants, specialisation in educational and/or developmental psychology.
For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.
For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
For Occupational Therapy applicants, a Better Access to Mental Health Endorsement.
For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA).
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 marrung@education.vic.gov.au
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:
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
Responsibilities
Manage the design and production of school publications and documents.
Provide professional student support services, e.g. occupational therapist and psychological and counselling services.
Provide strategic advice on specific support services and their impact on students, school curriculum and services.
Manage the use of and access to school resource and reference material.
Role
[Attendance requirement for this position]
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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.
Applications close Friday 24 April 2026 at 11.59