about us

Sunshine Heights is an amazing community of 370 students from a diverse range of backgrounds, serviced and supported by an incredible group of educators. We have more than 43 language groups spoken amongst our community, as well as supporting 14 funded disabled students with a range of needs. The Occupational Therapist we are seeking would become a core part of our team, working with students, staff and families to improve outcomes.

At Sunshine Heights, diversity is our strength; every year we look forward to our annual Harmony Day celebration where we celebrate our multicultural community. We have ongoing partnerships with Brimbank Council, The Royal Botanic Gardens, Ardoch Foundation, The Royal Ballet and more. We are highly focused on ensuring our kids have amazing opportunities to thrive and discover their unique talents.

about the role

The role of our OT will be as diverse as our community. Primarily supporting a Tier 2 response, time will be spent on individual case management of students (e.g. sensory profiles or suggested individual interventions), small groups such as social groups, developing teacher capacity and ensuring consistent processes are in place to gather and present evidence for Disability Inclusion.

The time fraction is 1.0 (full time) with attendance on site required. In particular, the school day is obviously when our students and families are at school, and so being present during these times is essential.

Ongoing professional learning is part of the role, and we are connected in with a number of amazing Occupational Therapists who work with our students. There is also a great opportunity to link to our LaTrobe University OT students, who complete placements in our school.

Please respond to the selection criteria below through a written response, and include an up to date Resume and references.

Selection Criteria

• SC1 Recognised qualification in Occupational Therapy, current AHPRA registration and current Working with Children Check.
• SC2 An understanding of a variety of Occupational Therapy interventions and a capacity to implement these with children aged 5-12 years old with a range of disabilities, social emotional levels and cultural contexts (including but not limited to ID, ASD, CP, Down Syndrome)
• SC3 Demonstrated capacity to work within a collaborative professional team and contribute to the achievements of the team, as well as working independently.
• SC4 Demonstrated ability to envision and create an holistic program of occupational therapeutic supports for a primary school setting, including ability to use initiative, reflective practice and prioritisation to plan and manage caseload.
• SC5 Excellent interpersonal skills along with written and verbal communication skills.
• SC6 An ability to build rapport and therapeutic relationships with students of varying disabilities

Departmental Information:

Attendance is required on site on a full time basis.

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.

This role is ongoing subject to student funding levels as per the Victorian Schools Agreement 2022.

Manage the design and production of school publications and documents.

Provide professional student support services, e.g. 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.

To submit your application, please click Apply Now.

For further information, please contact:

• David Cocks – Principal
• Contact Phone Number - 03 8311 7100

School Website Address - sunshineheightsps.vic.edu.au.

Check out our Instagram - @sunshineheightsps.

A position description is attached.

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:

Child Safe Standards: Policy | education.vic.gov.au

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