Physiotherapist

Government schools; Geelong; On-site; AUD 70,000 - 95,000; Full time

Job summary

Hamlyn Views School in Geelong, Victoria seeks a qualified Physiotherapist to provide comprehensive services to students with moderate to profound disabilities. The role emphasises paediatric practice, collaboration with Allied Health staff, teachers and families to plan and implement targeted interventions.

The successful candidate will contribute to student wellbeing, support clinical supervision, and align with Department of Education values while maintaining high professional standards

Qualifications

• Approved Higher Education Qualification in Physiotherapy.
• AHPRA registration as a physiotherapist.
• Experience in paediatric settings is desirable.

Responsibilities

• Delivery of physiotherapy services at a special developmental school with other school-based physiotherapists.
• Provide consultant physiotherapy assistance to staff managing students with mobility difficulties.
• Liaise with other professionals to access services for students and families.
• Assist teaching staff in developing goals to optimise student adjustment and wellbeing.
• Provide support for staff including guidance on implementing recommendations.
• Undertake physiotherapy assessments to determine students’ physical development.

Skills

Physiotherapy

Pediatrics

Interdisciplinary collaboration

Communication skills

Clinical supervision

Education

Bachelor of Physiotherapy

Job description

SC 1:Specialist knowledge and expertisein Physiotherapy toprovide a comprehensive physiotherapy service that optimises thephysical and mobility functioning of students with a moderate and profound disability 5 to 18 years.

SC 2:Demonstrated capacity to provide consultation, assessment and intervention recommendations for students with physical and mobility difficulties, and to support and guide Teachers, Education Support Staff and Allied Health Assistant, in theimplementation of contemporary therapeutic strategies and approaches.

SC 3:Demonstrated exemplaryinterpersonal and teamwork skills to relate effectively to students with disabilities and collaboratewithin a multi-disciplinary Allied Health and Wellbeing Support Team to devise and deliver intervention services forstudents in a special developmental school setting.

SC 4:Demonstrated sound written and verbal communication skills to engage successfully with other Allied Health Professionals, Principal Class members, Teachers, Education Support Staff, Wellbeing Personnel, External Providers and Families to support the integration of appropriate intervention strategies and programs that promote quality learning outcomes for all students with disabilities.

SC 5:Demonstratedcommitment to own clinical supervision, professional learning and growth for self and others, as well as, an adherence to Department of Education and Training values.

Selection Criteria

SC 1:Specialist knowledge and expertisein Physiotherapy toprovide a comprehensive physiotherapy service that optimises thephysical and mobility functioning of students with a moderate and profound disability 5 to 18 years.

SC 2:Demonstrated capacity to provide consultation, assessment and intervention recommendations for students with physical and mobility difficulties, and to support and guide Teachers, Education Support Staff and Allied Health Assistant, in theimplementation of contemporary therapeutic strategies and approaches.

SC 3:Demonstrated exemplaryinterpersonal and teamwork skills to relate effectively to students with disabilities and collaboratewithin a multi-disciplinary Allied Health and Wellbeing Support Team to devise and deliver intervention services forstudents in a special developmental school setting.

SC 4:Demonstrated sound written and verbal communication skills to engage successfully with other Allied Health Professionals, Principal Class members, Teachers, Education Support Staff, Wellbeing Personnel, External Providers and Families to support the integration of appropriate intervention strategies and programs that promote quality learning outcomes for all students with disabilities.

SC 5:Demonstratedcommitment to own clinical supervision, professional learning and growth for self and others, as well as, an adherence to Department of Education and Training values.

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.

Responsibilities

Responsibilities:

• Responsibility for the delivery of Physiotherapy services at a special developmental school in conjunction with other school based Physiotherapists.
• Provide consultant physiotherapy assistance to staff in the management of students with moderate to severe intellectual disabilities who may exhibit physical and mobility difficulties.
• Liaise with other professionals in the management of students and be proactive in accessing additional services for students and families, as required.
• Assist teaching staff in developing goals for students to optimise student adjustment and wellbeing based on results of assessment and observation.
• Provide support for staff as necessary, including discussion, modelling and guidance regarding implementation of recommendations and to compliment the services of employee health.
• Undertake physiotherapy assessments to determine students level of physical and mobility development
• Support the provision of evidence for Disability Inclusion Profile.
• Attend Student Support Group meetings as requested.
• Conduct training and instruction for school colleagues, families and external community groups, as required, within the professional field of expertise.
• Provide individual student hydrotherapy programs.
• Support programming for students undergoing orthopaedic or other surgeries.
• Maintain appropriate records, including using the COMPASS Management System.
• Incorporate DET and school policies and procedures into physiotherapy school-wide practices.
• Ensure a high professional standard of work.
• Maintain and upgrade therapy resources and equipment in consultation with members of the Allied Health team and Allied Health budget leader.
• Prepare Equipment Grant applications as necessary to support the acquisition of student equipment and resources.
• Meet with the Principal Class and Allied Health team on a regular basis to support the effective and efficient coordination of school-wide Allied Health services.
• Undertake professional development relevant for the role.

Undertake other duties as directed by the Principal Class Team.

Who May Apply

• Candidates must have an approved Higher Education Qualification in Physiotherapy, with a Bachelor Degree in Physiotherapy a minimum.
• Registered practitioner with Australian Health Practitioner Regulation Authority (AHPRA).

At least one year of experience working in a paediatric setting desirable.

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 (seeWorkplace 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*******@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

Other Information

• Responses to each Selection Criteria should be limited to no more than one page per criteria.
• The name and contact details, including mobile phone numbers and email addresses, of three referees should be included with the application.
• Candidates will be informed if other referees other than those nominated are to be contacted as per DET policy.

Further information about the role is available by contacting the Principal.

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

Location Profile

Hamlyn Views School is a Special Developmental School for students from Foundation to Year 12, located in Hamlyn Heights, Geelong. Our students have a diagnosed moderate to severe intellectual disability, with many also presenting with additional needs, including a significant proportion on the autism spectrum.

At Hamlyn Views, students are at the centre of everything we do. We provide a safe, inclusive and flexible learning environment that recognises each student¿s strengths, abilities and individuality, and supports them to engage, grow and succeed.

Our teachers, education support staff and allied health professionals work collaboratively to deliver high-quality, evidence-informed teaching and learning programs that promote independence, wellbeing and meaningful life skills. We hold high expectations for all learners and design learning experiences that enable students to reach their full potential and participate actively in their community.

Our vision is to be an outstanding provider of inclusive education that promotes individuality, fosters innovation and sets high expectations for all. Our core values ofLearning, Safety and Respectunderpin everything we do and align with our School-Wide Positive Behaviour Support approach.

Hamlyn Views School is committed to Respectful Relationships, Safe Schools and maintaining a zero-tolerance approach to child abuse, racism and discrimination. We actively foster a culture of inclusion, diversity, gender equality and safety for students, staff and families.