Job Description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1523073
Location Profile
Broadmeadows Special Developmental School provides educational programs for primary and secondary school-aged students with a moderate to severe intellectual disability who may also have sensory, physical impairments and autism spectrum disorder.
The school is a modern purpose-built facility located in the Melbourne suburb of Broadmeadows and provides an attractive and safe environment. Learning areas include well-equipped classrooms, dedicated specialist spaces and outdoor learning zones. The school has 2 sites, the main campus in Dimboola Rd and a Sorrento Street campus with students attending from a wide geographical and diverse socio-economic background.
The school has a current enrolment of 340 students. Students attend school daily from 9:00am to 3:00pm.
Eligible school-aged students living within the designated transport zone have access to free transport to and from school.
Curriculum
Programs are delivered within Department of Education guidelines and reflect the Victorian Curriculum. Emphasis is placed on the development of programs that address individual student needs, through Individual Learning Plans. Educational goals and priorities are reviewed every six months. Class groups are comprised of 6-8 students, with a teacher and teacher assistant, to ensure a safe and effective learning environment, where individuals are respected and self-esteem and dignity are strongly advocated. The school has a trans-disciplinary approach to student learning with input from educators, therapists and parents. Teachers case conference students with their allocated Speech Pathologist and Occupational Therapist each week.
Our school 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. Broadmeadows SDS has a School Wide Positive Behaviour Program and has developed a school culture that is reflected by the ideals of positive behaviour support.
An emphasis is placed on students attaining skills and knowledge that they will use as young adults when graduating at 18 years of age.
Staffing
The school is staffed with classroom teachers, specialist teachers, literacy specialists, teacher assistants, occupational therapists, speech therapists and physiotherapists. The school accesses additional support through the Visiting Teacher Services for Hearing and Vision Impairment and a Guidance Officer. Current staffing includes over 150 staff including a team of 30 plus therapists.
Successful applicants may be required to work at either the Dimboola Campus or the Sorrento Campus which are within a short walk of each other.
Selection Criteria
Demonstrated leadership, expert advice and training of others in clinical areas, particularly more complex cases
Demonstrated exemplary therapy practice and clinical decision making, utilising discipline-specific evidence based practice principles especially in regards to complex assessment and interventions
Demonstrated support in managing delivery of therapy programs and services across the school and
Demonstrated capacity to provide feedback and support to therapists to enhance student outcomes, build effective collaboration and develop therapists¿ clinical practice
Demonstrated capacity to work collaboratively with therapists, teachers, ES and leadership on school wide priorities
Role
Senior Occupational Therapists/Therapy Mentors are experienced therapists who work in classes within the interdisciplinary model at BSDS and also take on additional responsibilities to build the capacity of the therapy team and broader school community. Mentors take on a range of additional roles to develop the capacity of the therapy team and to enhance integrated programs across the school. This may include mentoring therapists, providing feedback to other therapists, facilitating school based professional learning for therapists, teachers, ES and families and carers and implementing school wide initiatives. Therapy Mentors model exemplary therapeutic practice, mentor and support therapists to develop their clinical knowledge, practice and interdisciplinary collaboration. These positions would be paid at ES Level 1 Range 4. The aim of these roles is to expand the capacity of the therapy team and the school community to maximise student outcomes.
Responsibilities
Therapy Mentors are responsible for:
Building capacity of therapy team to improve clinical practice through mentoring, feedback, observations, coaching and clinical and operational support.
Modelling exemplary professional learning practice including through seeking feedback from others on their own practice as part of reflective practice principles
Building an effective staff team ensuring common and agreed goals and directions in accordance with the SP and AIP.
Promotion and advocacy for BSDS, its students and staff within our broader community.
Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
Modelling exemplary use of student and school data to inform decision making and drive improvement practice
Providing evidence-based feedback to staff to inform them of their practice and further enhance their professional development and effectiveness
Implementing and promoting whole school processes, structures and programs as supported by clinically relevant evidence based practice
Providing leadership, training and development for others in the adaption and application of professional fields
Engage with other mentors and therapy team leader to support and direct the priorities of the therapy team
Other duties as directed by the Principal.
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 [email protected]
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
Applications close Tuesday 14 April 2026 at 11.59pm
Posted
1 April 2026
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1523073
Location Profile
Broadmeadows Special Developmental School provides educational programs for primary and secondary school-aged students with a moderate to severe intellectual disability who may also have sensory, physical impairments and autism spectrum disorder.
The school is a modern purpose-built facility located in the Melbourne suburb of Broadmeadows and provides an attractive and safe environment. Learning areas include well-equipped classrooms, dedicated specialist spaces and outdoor learning zones. The school has 2 sites, the main campus in Dimboola Rd and a Sorrento Street campus with students attending from a wide geographical and diverse socio-economic background.
The school has a current enrolment of 340 students. Students attend school daily from 9:00am to 3:00pm.
Eligible school-aged students living within the designated transport zone have access to free transport to and from school.
Curriculum
Programs are delivered within Department of Education guidelines and reflect the Victorian Curriculum. Emphasis is placed on the development of programs that address individual student needs, through Individual Learning Plans. Educational goals and priorities are reviewed every six months. Class groups are comprised of 6-8 students, with a teacher and teacher assistant, to ensure a safe and effective learning environment, where individuals are respected and self-esteem and dignity are strongly advocated. The school has a trans-disciplinary approach to student learning with input from educators, therapists and parents. Teachers case conference students with their allocated Speech Pathologist and Occupational Therapist each week.
Our school 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. Broadmeadows SDS has a School Wide Positive Behaviour Program and has developed a school culture that is reflected by the ideals of positive behaviour support.
An emphasis is placed on students attaining skills and knowledge that they will use as young adults when graduating at 18 years of age.
Staffing
The school is staffed with classroom teachers, specialist teachers, literacy specialists, teacher assistants, occupational therapists, speech therapists and physiotherapists. The school accesses additional support through the Visiting Teacher Services for Hearing and Vision Impairment and a Guidance Officer. Current staffing includes over 150 staff including a team of 30 plus therapists.
Successful applicants may be required to work at either the Dimboola Campus or the Sorrento Campus which are within a short walk of each other.
Selection Criteria
Demonstrated leadership, expert advice and training of others in clinical areas, particularly more complex cases
Demonstrated exemplary therapy practice and clinical decision making, utilising discipline-specific evidence based practice principles especially in regards to complex assessment and interventions
Demonstrated support in managing delivery of therapy programs and services across the school and
Demonstrated capacity to provide feedback and support to therapists to enhance student outcomes, build effective collaboration and develop therapists¿ clinical practice
Demonstrated capacity to work collaboratively with therapists, teachers, ES and leadership on school wide priorities
Role
Senior Occupational Therapists/Therapy Mentors are experienced therapists who work in classes within the interdisciplinary model at BSDS and also take on additional responsibilities to build the capacity of the therapy team and broader school community. Mentors take on a range of additional roles to develop the capacity of the therapy team and to enhance integrated programs across the school. This may include mentoring therapists, providing feedback to other therapists, facilitating school based professional learning for therapists, teachers, ES and families and carers and implementing school wide initiatives. Therapy Mentors model exemplary therapeutic practice, mentor and support therapists to develop their clinical knowledge, practice and interdisciplinary collaboration. These positions would be paid at ES Level 1 Range 4. The aim of these roles is to expand the capacity of the therapy team and the school community to maximise student outcomes.
Responsibilities
Therapy Mentors are responsible for:
Building capacity of therapy team to improve clinical practice through mentoring, feedback, observations, coaching and clinical and operational support.
Modelling exemplary professional learning practice including through seeking feedback from others on their own practice as part of reflective practice principles
Building an effective staff team ensuring common and agreed goals and directions in accordance with the SP and AIP.
Promotion and advocacy for BSDS, its students and staff within our broader community.
Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
Modelling exemplary use of student and school data to inform decision making and drive improvement practice
Providing evidence-based feedback to staff to inform them of their practice and further enhance their professional development and effectiveness
Implementing and promoting whole school processes, structures and programs as supported by clinically relevant evidence based practice
Providing leadership, training and development for others in the adaption and application of professional fields
Engage with other mentors and therapy team leader to support and direct the priorities of the therapy team
Other duties as directed by the Principal.
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 [email protected]
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
Applications close Tuesday 14 April 2026 at 11.59pm
Posted
1 April 2026
💡 Quick Summary
Seeking a career-building opportunity? The Senior Occupational Therapist (Therapy Mentor) position is now open for candidates interested in the Government Job Alert sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Government Job Alert is a plus.
