Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Hume - Wodonga
Reference: 1486592
Selection Criteria
SCI. Relevant clinical experience and knowledge of paediatric Speech Pathology services and its implementation within a school setting, along with experience in supporting teaching teams to develop and deliver inclusive classroom practices,
SC2.Knowledge and experience of a range of low-tech and high-tech Alternative and Augmentative Communication (AAC) systems, including assessment, prescription and implementation.
SC3. Demonstrated capacity to form collaborative partnerships with families and multidisciplinary teams, including professionals internal and external to the school community, and contribute to the achievements of the team to support positive student outcomes.
SC4. Demonstrated ability to use initiative for problem solving, setting priorities within the caseload and time managements, which includes 1:1, small group and whol
Role
To provide speech pathology services within a multidisciplinary team model, supporting students with Intellectual Disabilities and other comobidities, and complex social and health needs.
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. Il 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 's 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 ess 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 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
Description Type Responsibilities Description
Visibility Internal and External
- Provide high quality, evidence-based, Speech Pathology Services to students aged 5 to 18 years.
- Work collaboratively within a multidisciplinary team, including allied health, wellbeing, teaching staff and School leadership.
- TO assess the individual language and communication needs of students as required.
- Collaborate with classroom teams to plan and develop communication goals as part of students Individual Learning Plans.
- Plan and deliver speech therapy interventions within Whole Class activities and srnall group, in consultation With classroom staff In the areas Of AAC literacy, development.
TO upskill staff to implement communication and mealtime strategies and supports within the classroom. both in groups and/or on an individual basis. Provide written strategies, plans and resources for classroom teams to support the implementation of communication and mealtime strategies and supports Contribute to and participate in school-wide initiatives and Professional Leaming Communities relevant to the role, including literacy and communication.
TO provide professional development sessions on communication development, augmentative and alternative communication systems, implementation Of classrooms, mealtime management and use of resources including software applications,
Create and maintain appropriate records for students,
- Provide oral and written reports, as necessary,
- Consult with external agencies and community networks to ensure a collaborative approach and consistency Of strategies across home. community and
Continue to seek knowledge of best practice and engage in professional development activities accordingly
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
- 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
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
LOCATION PROFILE
Belvoir Special School is a multi-mode specialist school in Wodonga which provides a high-quality educational program for students with mild, moderate and profound intellectual disabilities. Many students also have a level of Physical disability. Students range in age from five to eighteen years of age. In 2014 the school moved to a brand-new purpose-built facility. Current student population is 156. To attend the school students must meet the statewide eligibility criteria and are enrolled at Belvoir Special School after consultation with parents, previous schools or kindergartens and appropriate paramedic personnel if needed, in accordance with the school's documented enrolment policy. Our school's 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. Belvoir is a School Wide Positive Behaviour Support School and has developed a school culture that is reflected by the ideals of SWPBS. As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community. Belvoir is committed to developing lifelong learners who are encouraged to pursue their individual strengths and talents. Our aim is to enable all students who graduate from Belvoir to live an `enviable life¿ which allows them to achieve all their dreams. To do this we require committed teachers and support staff who see the special characteristics of all our students and will strive to ensure each individual feels safe, is confident and valued as a person.