Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference: 1521044
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.
To provide individualized therapy programs for students and assist teachers with speech language issues in the classroom.
Assessment
To complete speech and language assessments for all new students and other referred students.
To regularly review students with speech and language difficulties as required.
Support for Students / Therapy
To prioritize the needs of students for individual therapy.
To establish therapy goals and relevant programs.
To work closely with classroom teacher to establish language programs for classes and appropriate language goals for children.
To consult regularly with classroom teachers and provide appropriate support and resources in the classroom.
To provide follow up work for therapy sessions and give regular feedback to teachers and parents.
To consult with other professionals as required eg: Occupational Therapist, Psychologist, Doctor.
Documentation
Document therapy goals for each student.
Maintain progress reports within the school system and DET guidelines.
Prepare Reports as required.
Administrative Duties
Documentation (Case Notes, Half Yearly Reports)
Submission writing for PSD applications.
Assist with student profiles and Individual Learning Plans (ILPs)
Liaise with other agencies, as required.
Maintain student school files / individual speech and language files.
Attend student support group (SSG) meetings as agreed.
Professional Development
Attend school professional development sessions by arrangement with Principal.
Attend therapy specific sessions by arrangement with Principal
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 (see Workplace 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 [email protected]
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.
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
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
Furlong Park School for Deaf Children is a bilingual specialist school dedicated to educating deaf and hard-of-hearing children in a vibrant, inclusive, and engaging environment. Located on expansive grounds in Sunshine North, the school recently underwent a $10 million upgrade through the Victorian School Building Authority, enhancing its facilities to support high-quality learning.
We have high expectations for all students to achieve their full potential. Our teaching is differentiated and guided by a commitment to excellence, with communication supported through both spoken English and Auslan (Australian Sign Language).
Our diverse and dedicated team includes:
Our staff includes Deaf, hard-of-hearing, and hearing professionals who work collaboratively to create a warm and inclusive workplace culture.
Programs and Curriculum
Staff actively participate in Professional Learning Teams (PLTs), with teachers engaging in inquiry cycles to enhance teaching and learning. Educational Support staff also benefit from tailored professional development to grow their expertise.
Our Values Our school motto¿Empower, Enrich, Educate¿guides everything we do. We embed Positive Behaviour Support (PBS) values throughout our community:
If you¿re ready to join a passionate and supportive team committed to inclusive education and bilingual communication, we¿d love to hear from you. Contact us on (03) 9312 3244 or email to arrange a phone or Zoom call, or a tour of the school before applications close.