School Profile

Warringa Park School is a specialist school located in Hoppers Crossing. We are currently seeking 2 Full Time Physiotherapist positions. The school population is drawn from the City of Wyndham and caters for students aged 5 to18 years who have a diagnosed intellectual disability ranging from mild to profound. Warringa Park is a P-12 school organised around the three stages of learning - the early, middle and later years. The Victorian Certificate of Applied Learning (VCAL) is offered in the later years. Our school currently has an enrolment of 704 students situated over four campuses. An alternative year 11 and 12 vocational training program is offered at our rural campus in Cayley's Rd Werribee South. A year 7 to 12 campus is situated on the grounds of The Grange P-12 College in Bethany Rd. Our new campus located at Polly Parade Tarneit opened this year and will cater for our foundation and lower primary students from Prep to Grade 2. Warringa Park School promotes and values excellence in education for students with additional learning needs. There is collective efficacy amongst teaching staff that all students in our school can learn and want to learn and by working together we can make a difference to their learning achievements. The school provides a balanced and personalised curriculum where improved learning outcomes in English, Mathematics and Science are seen as integral to the achievement of successful post school options. The learning growth of students is charted using ABLES and The Victorian Curriculum. A high level of student engagement and improved student learning is being achieved by integrating eLearning into teaching and learning practice. The school is a science and technology specialism. Warringa Park School is a 1:1 iPad school and is one of 24 schools selected nationwide as an Apple Distinguished School. Our purpose is to provide a stimulating, safe, challenging, and flexible learning environment where student achievement is acknowledged and celebrated. The school provides facilities and centres of learning which are spacious, bright, and well-resourced to meet the needs of the 21st century learner. There is a strong focus on student well- being and building effective home school partnerships.

Selection Criteria

Experience and sound knowledge of physiotherapy techniques and the ability to develop, provide and evaluate speech physiotherapy services and provide specialist advice on appropriate intervention strategies.

Demonstrated ability to deliver a comprehensive speech physiotherapy service to students and families within an educational environment including physiotherapy assessment and reporting and the provision of advice on program delivery.

Demonstrated capacity to work as part of a collaborative, multi-disciplinary professional team and contribute significantly to the achievements of the team.

Strong capacity to apply highly developed assessment, conceptual and analytical skills in the provision of student support services and work with children, young people and their families.

Demonstrated ability to design, deliver or broker professional learning, preferably for teachers and other relevant professionals, in the area of physiotherapy.

Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people within the education community and beyond.

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

To provide physiotherapy services to special students who have physical disabilities so they can have an optimal developmental chance and to prevent other secondary disabilities from happening.

To work as a member of the school professional team for the best outcome of the students

Assessing students who need physiotherapy services at the school.

Accepting referrals from transition reports and new cases from teaching staff as required.

Prioritising students for therapy requirements.

Practising therapeutic exercises and other treatments for needing students. I aim to help the students to be able to develop optimally with their individual conditions and at the same time, to prevent secondary damages from happening.

Training physiotherapy assistants.

Working with other therapists at the school (OTs and speech therapists) as a team for the best benefits of students.

Workings with teachers and teacher’s assistants for support and implementation of physiotherapy programs.

Manage the delivery of support services to students, teachers, parents and other school clients.

EEO AND OHS Commitment

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.