Job posted: 08/05/2024

SC1. Demonstrated knowledge, ability and experience in coordinating the provision of Occupational Therapy Services, in the area of Special Education

SC2.Expert knowledge and experience in providing range of interventions aiming at increasing student’s participation in school programs, including prescription of assistive technology, mobility aids and sensory programs

SC3. Demonstrated experience in providing mentoring and supervision to junior occupational therapists

SC4 High level of communication and interpersonal skills when dealing with students, staff, parents and other members of the community and an ability to develop collaborative working relationships and participate effectively in a team environment

SC5. Highly developed organisational skills with a demonstrated ability to work independently, utilise effective time management strategies, establish priorities and meet deadlines.

The Occupational Therapist will ensure that Occupational Therapy services are delivered using a collaborative model within the educational framework.

The Occupational Therapist will work in partnership with the Leadership Team and under the management of the Allied Health Leader to support the school community to realise the strategic vision for therapy provision across the whole school.

Key Responsibilities of the Occupational Therapist include:

• Providing guidance, professional supervision and mentoring to the occupational therapy team.
• Incorporating school policies and procedures into planning of therapy services.
• Manage the Occupational Therapy Budget and the ordering and distribution of student resources.
• Update, revise and share all relevant assessment documents, and plans.
• Active management of specific caseload including complex cases and high needs students.
• Active support of the PSD application process.
• Coordinate student placements, supervise and educate Occupational Therapy Students and Allied Health Assistant Students.
• Support the recruitment process for the Occupational Therapy Team.

In addition to the above, the successful applicant will also:

Comprehensively assess students’ needs from developmental, neurological and sensory perspectives.

Design and implement goal focused occupational therapy programs for students in classrooms and group settings.

Recommend appropriate adaptive equipment according to students needs and liaise with external agencies as appropriate.

Liaise with and educate parents, care givers and staff on the safe and appropriate use of prescribed adaptive equipment.

Liaise with external health professionals involved with the care of each student as necessary.

Report to parents and care givers on students’ progress in line with the schools reporting procedures.

Write appropriate reports for the Educational Needs Questionnaire as required.

Work as part of an interdisciplinary team with the physiotherapists, speech pathologists, music therapist, student wellbeing team and classroom teachers on improving students’ engagement and outcomes.

Prescribe and purchase equipment for the school and ensure that the school equipment is well maintained and safe for use.

Conduct oneself in line with all school and departmental policies and procedures, as well as those outlined by the Occupational Therapy Board of Australia.

Approved qualifications in Occupational Therapy that are acceptable for membership to AHPRA, Including a University degree. 

The successful applicant must hold a current employee working with children’s check.

The Department of Education and Training 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.

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

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at

There is some flexibility for the time fraction for this role.

• 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

Melton Specialist School has seen a significant increase in enrolment demand, which has seen many changes to our staffing profile over the last 2 years. We will continue to grow and anticipate further enrolment growth.

The current enrolment of 390 students, and is expected to potentially exceed 400 during 2024. We have a real focus on staff wellbeing and ensuring our staff have the time away from class to focus on their administrative duties. We have flexible working arrangements and provide onsite training for all staff for TEACCH and Behaviour Support.

We gave staff a 3% retention payment in 2023 and will also be offering again 2024.

In 2021 we introduced the Wellbeing Dog Program into the school. Bunji, our school dog, works with staff and students and his primary objective is to have fun at school! Bunji does everything from Bus Duty in the morning to School Tours to walking excursions. His introduction to our School Community has had an extremely positive impact.

Melton Specialist School provides educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment. It is a dual mode setting, catering for students with mild through to severe intellectual disabilities and other associated disabilities like Autism. Students are transported to our school via bus or family transport. The school is closely located to other schools as well as a variety of community retail spaces, leisure and recreational facilities. Our school environment is comprised of traditional classrooms, specialist and vocational training classrooms, therapy spaces and indoor sensory areas. Our grounds feature natural gardens, purpose built outdoor sensory areas, playground equipment, sports facilities and covered walkways. Teachers and Educational Support staff make extensive use of a wide variety of resources to ensure all students have an educational journey that is positive and successful. Our school¿s philosophy and programs are based upon the belief that children learn best in a structured environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. Across the school we implement Structured TEACCHing and provide onsite training for staff to implement this approach to teaching and learning. We provide programs in Arts, Literacy, Physical Education, Numeracy, Information Technology, Science and Life Skills. Senior students also have the option of accessing a VCAL or ASDAN program which aim to develop work related skills, travel education and personal development skills. Student Support Group meetings involving staff, parents, carers and our Allied Health team are held four times a year to formulate individual learning goals based on each student¿s ability, strengths and needs and celebrate achievements towards these goals

Stage two of a four-stage rebuilding project has recently been completed and we have some amazing new teaching spaces including our very own Mini Woolies. Stage one was completed in 2019. Through our Improvement plans, the school aims to develop a change in the culture of the school where roles are clarified, structures and processes are developed and embedded, and an expectation on consistent practice and developing expertise is expected in all staff.

Our vision

Staff at Melton Specialist School believe in creating a nurturing environment where students are empowered to achieve their full potential, be that in the academic curriculum, in their social interactions or in the area of independent living skills. Increasing student independence and creating an engaging learning environment is foremost when staff plan and implement individual programs.

Our values

Melton Specialist School values the safety, health and wellbeing of its students, staff and community. The cornerstone of education for the students who attend our school relies on the partnerships that are formed between families, the school and agencies outside of the school. At this school, we respect student diversity and we acknowledge that all students can learn in their respective manner. Staff have a responsibility to ensure that student learning is engaging and relevant to the individual. Students in the school demonstrate their responsibility by trying their best in their academic, social and personal interactions.

We are a School Wide Positive Behaviour Support School.

School-wide Positive Behaviour Support (SWPBS) is an evidence-based framework for preventing and responding to student behaviour. It aims to create a positive school climate, a culture of student competence and an open, responsive management system for all school community members. It includes analysis of data in professional learning teams, implementation of evidence based practices and organisational systems for establishing safe, purposeful and inclusive school and classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students.

Our school purpose is supported by the following school values that are central to the life of the school.