Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference: 1551196
SC1. Demonstrated knowledge, ability and experience in coordinating the provision of Speech Pathology Services, in the area of Special Education
SC2.Expert knowledge and experience of a range of Alternative and Augmentative Communication (AAC) systems, encompassing both low-technology and high-technology systems.
SC3. Demonstrated capacity to work effectively in collaboration with teaching teams to devise programs that establish and extend a students functional communication and social skills in a range of contexts
SC4. Demonstrated ability to liaise and work with other specialist staff both internal and external to the school community
SC5. Highly developed organisational skills with a demonstrated ability to work independently, utilise effective time management strategies, establish priorities and meet deadlines
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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
The Speech Pathologist will provide evidence-informed speech pathology services within Dharra School's educational framework, working collaboratively with school leaders, teachers, Education Support staff, allied health professionals and families. The role will strengthen whole-school communication practices by translating specialist knowledge into practical strategies that support student engagement, access to learning and achievement.
Key responsibilities include:
Assess, recommend, implement and review Augmentative and Alternative Communication (AAC) systems, communication aids and visual supports to strengthen student communication and independence.
Work alongside teachers and Education Support staff to model effective communication strategies, provide coaching and feedback, and support consistent implementation across classrooms and school environments.
Plan and facilitate whole-school professional learning days, workshops and targeted professional development sessions, building staff capability in communication, AAC and evidence-informed practices.
Contribute specialist advice to Individual Education Plans, Student Support Group meetings, Behaviour Support Plans and multidisciplinary care team discussions.
Support the Disability Inclusion Profile process through assessments, evidence gathering and recommendations for reasonable adjustments.
Lead the development, implementation and evaluation of whole-school communication approaches, ensuring strategies are embedded in everyday teaching and learning.
Build strong partnerships with families, external therapists and relevant services to support consistent communication approaches across settings.
Manage allocated speech pathology resources and expenditure within approved budgets, maintain accurate professional records and comply with relevant policies and professional standards.
Where appropriate, coordinate and supervise speech pathology student placements and contribute to recruitment and professional development within the allied health team.
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
Our School
Dharra School is a growing Foundation¿Year 12 specialist school located in Aintree, in Melbourne's western suburbs. Since opening our doors in 2024, we have established a strong sense of community, a clear commitment to student learning and an exciting future ahead.
Our school caters for students with intellectual disabilities and associated disabilities, including autism. We recognise that every student brings their own strengths, interests and abilities, and we are committed to creating a learning environment where every student feels safe, connected, challenged and supported to achieve.
At Dharra, we believe that every student deserves a high-quality education and the opportunity to experience success. Our approach is grounded in evidence-informed teaching, individualised learning and a strong commitment to School-wide Positive Behaviour Support (SWPBS). Our values of Respect, Responsibility and Safety guide how we learn, interact and support one another every day.
Relationships are at the heart of our school. We invest time in getting to know our students, their families and the people who support them. We recognise that meaningful learning happens when students feel understood, when families are valued as partners and when staff work together with a shared purpose.
As a developing school, we have a unique opportunity to shape our culture, strengthen our practices and build the systems that will support Dharra for years to come. We are committed to creating a school where high expectations are matched by high levels of support, where staff are encouraged to reflect, collaborate and grow, and where every member of our team understands the difference they can make.
Our approach to school improvement is built around three connected priorities:
Ready to Learn ¿ Creating safe, supportive and engaging environments where students develop positive relationships, regulation and the confidence to participate.
Access to Learning ¿ Ensuring every student has the communication tools, individualised adjustments and support they need to meaningfully access their education.
Learning & Achievement ¿ Delivering high-quality curriculum, evidence-informed instruction and assessment that supports meaningful learning growth for every student.
These priorities are not separate areas of our school. They reflect our belief that student engagement, access and achievement are deeply connected, and that improving outcomes requires collective responsibility across every classroom and every team.
Our purpose-built learning environment includes Junior and Senior learning neighbourhoods, specialist learning spaces, a library and community hub. Students benefit from a broad range of learning opportunities, including physical education, the arts, STEAM, kitchen and garden programs, and community-based learning experiences. As our school continues to grow, so too do the opportunities we create for our students, including the Victorian Pathways Certificate and programs that build independence, confidence and connections beyond school.
We are proud of the people who make Dharra what it is. Our teachers, Education Support staff, allied health professionals and school leaders work collaboratively to understand student needs, celebrate progress and continually improve our practice. We value staff who bring curiosity, initiative, a willingness to learn and a genuine commitment to making a difference.
We also believe that schools should be positive and enjoyable places to work. We set high expectations, support one another through challenges, celebrate achievements and recognise that building a great school takes the collective effort of great people.
Above all, we want Dharra to be a place where students are known, families feel connected and staff are proud of the work they do together.
Who This Role Will Suit
Dharra School is at an exciting point in its development. Having opened in 2024, we are continuing to build the practices, programs and culture that will shape our school for years to come. We are looking for a Speech Pathologist who wants to play a meaningful role in that journey.
This position will suit a passionate and collaborative Speech Pathologist who believes that every student deserves a voice, meaningful opportunities to communicate and the support needed to participate fully in their education. Someone who recognises that communication looks different for every student and that developing communication skills is fundamental to learning, relationships, independence and belonging.
Our next Speech Pathologist will play an important role in strengthening communication practices across Dharra. Alongside our educational and allied health teams, they will help develop consistent, evidence-informed approaches that support students with diverse communication needs.
Central to this role will be the development and implementation of whole-school communication approaches, including Augmentative and Alternative Communication (AAC), visual supports, receptive and expressive language development, and strategies that support students with complex communication needs. We want someone who can translate their clinical knowledge into practical approaches that make a difference in classrooms, playgrounds and everyday school routines.
We are looking for someone who understands that communication, regulation, behaviour, engagement and learning are deeply connected. Whether supporting a student to communicate their needs, developing communication strategies within a Behaviour Support Plan or working alongside teachers to make curriculum more accessible, the focus must always be on increasing student participation, independence and meaningful learning.
We want a Speech Pathologist who enjoys being part of the everyday life of a school. Someone who is visible in classrooms, works alongside teachers and Education Support staff, models strategies, provides coaching and feedback, and helps build staff confidence to support communication consistently throughout the day.
This role will particularly suit someone who:
is passionate about supporting students with intellectual disabilities, autism and complex communication needs;
has a strong understanding of evidence-informed speech pathology practice, including AAC, language development and functional communication;
can assess individual communication needs, develop meaningful goals and translate recommendations into practical classroom strategies;
enjoys working alongside teachers and Education Support staff to model approaches, provide coaching and strengthen everyday practice;
understands how communication supports can strengthen regulation, engagement and access to learning;
values partnerships with families, allied health professionals and external providers to support consistent approaches;
can contribute specialist advice to Individual Education Plans, Student Support Group meetings and Behaviour Support Plans; and
brings initiative, curiosity and a willingness to develop whole-school communication practices and evaluate their impact.
At Dharra, we don't see communication, student engagement and teaching and learning as separate responsibilities. Our Speech Pathologist will work across our three connected priorities ¿ Ready to Learn, Access to Learning and Learning & Achievement ¿ ensuring that communication is embedded in the way we support, teach and engage students.
We recognise that Speech Pathologists bring different strengths and experiences. We don't expect applicants to have worked in a specialist school or have expertise in every area of paediatric speech pathology. We are interested in professionals with strong clinical foundations, a willingness to learn and a genuine interest in working collaboratively within an educational setting.
This position offers a combination of direct student support, assessment, consultation, staff coaching and whole-school capacity building, with opportunities to help shape communication practices as Dharra continues to grow.
Above all, we are looking for someone who genuinely enjoys working with students, developing the capability of others and contributing to a school where every student has opportunities to communicate, connect and succeed.
And One Last Thing¿
At Dharra, we don't believe there's only one way to make a difference. We value authentic people who bring their own personality, strengths and ideas, while remaining open to learning from others.
Our team is built on trust, collaboration and collective responsibility. We value different perspectives, encourage open and respectful conversations, and believe in working together towards a shared direction, with high expectations and high support.
We also believe hard work and fun go hand in hand. We enjoy a laugh, don't take ourselves too seriously and genuinely enjoy the people we work with.
You don't need to work exactly like us. We want you to work with us.