Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1541868
SC1 Demonstrated experience in providing high-quality evidence-based speech therapy assessment and intervention to support children with diverse learning, complex communication needs (including the use a wide range of AAC and communication devices), eating and swallowing difficulties, and sensory and physical needs within an educational or paediatric setting.
SC2 Highly developed communication and interpersonal skills, with the ability to build positive collaborative relationships with students, families, teachers, support staff, external agencies and contribute positively as part of a multidisciplinary team.
SC3 An ability to build staff capacity through the development and delivery of professional development on relevant Speech Therapy theory for whole school wide programs and individualised staff training in response to students' communication and eating and swallowing needs.
SC4 Excellent organisational and time management skills, including the ability to manage a varied caseload, prioritise competing demands, maintain accurate records.
SC5 Demonstrated commitment and experience in supporting students with an intellectual disability in their education journey.
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.
Applications must hold an approved qualification in Speech Pathology.
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
Sunbury and Macedon Ranges Specialist School
Sunbury and Macedon Ranges Specialist School (SMRSS) is a dual-campus P¿12 specialist school providing an inclusive, supportive and engaging learning environment for students with mild, moderate or profound intellectual disability. The school recognises that each student has unique strengths, interests and learning needs, with a number of students also presenting with additional needs including Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), behavioural challenges, mobility considerations and complex medical needs.
SMRSS is committed to providing high-quality, evidence-based educational practices that support student engagement, communication, wellbeing and independence. School-wide approaches include School-Wide Positive Behaviour Support (SWPBS), Augmentative and Alternative Communication (AAC) and Zones of Regulation, which provide consistent frameworks to support students across learning and social environments.
Teaching and Learning
SMRSS has a well-established curriculum, supported by developed scope and sequences aligned with the Victorian Curriculum and Victorian Pathways Certificate (VPC). Teaching and learning programs are designed to respond to the individual strengths, interests and needs of each student, with a strong focus on functional learning, communication, wellbeing, independence and preparation for life beyond school.
Students are supported by a highly skilled multidisciplinary team that includes classroom teachers, learning specialists, leading teachers, allied health professionals, careers staff and wellbeing staff. This collaborative approach ensures that students receive targeted support across academic, social, emotional, communication, behavioural and vocational domains.
Each student has an Individual Education Plan (IEP) developed through assessment and in consultation with families as part of the Student Support Group (SSG) process. This collaborative planning ensures that individual learning goals are meaningful, achievable and responsive to each student's needs, aspirations and future pathways.
Co-Curricular and Enrichment Opportunities
SMRSS prides itself on providing students with rich and varied opportunities to develop their skills, interests, confidence and independence beyond the classroom. These opportunities include:
Sunbury and Macedon Ranges is a Dual-mode, P-12 school. Staff are required to work across both campuses and all year levels.