Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 5
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference: 1552467
SC1. Speech Pathology Knowledge and Practice
Demonstrated ability to assess and support speech, language, communication and literacy needs using evidence-based practices.
SC2. Student Support and Intervention
Demonstrated ability to plan, deliver and evaluate individual and group interventions that improve communication, participation and learning.
SC3. Collaborative Practice
Demonstrated ability to work collaboratively with colleagues, families and other professionals to support individuals with diverse communication needs.
SC4. Professional Learning and Capacity Building
Demonstrated ability to share specialist knowledge, provide practical advice and support others to implement effective communication strategies.
SC5. Communication and Interpersonal Skills
Highly developed interpersonal, written and verbal communication skills, including the ability to build positive relationships with people from diverse backgrounds.
SC6. Organisation and Professional Responsibility
Demonstrated ability to manage competing priorities, maintain accurate records, monitor progress and uphold professional standards.
Will usually be a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school/s. Provides a range of services and/or undertakes the analysis of complex problems that form part of the policy framework.
A school or group of schools would need to have the necessary diversity and complexity to create a role at range 5. Management of a major school or district initiative, project or Department targeted strategy would be an indicator depending on the breadth of management responsibilities.
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.
1. Assessment, Intervention and Student Support
Conduct speech, language and communication assessments using appropriate standardised and informal assessment tools, observations and consultation with school staff and families.
Identify students' strengths, communication needs and barriers to accessing classroom learning.
Plan, deliver and evaluate evidence-based individual and small-group interventions targeting receptive and expressive language, speech sounds, phonological awareness, literacy-related language skills and social communication.
Provide targeted support for students with complex communication needs, including the development and implementation of Augmentative and Alternative Communication (AAC) strategies.
Establish measurable intervention goals, monitor student progress and adjust interventions in response to student outcomes.
Collaborate with teachers to ensure interventions align with classroom learning and individual student goals.
2. Multi-Tiered System of Supports (MTSS)
Contribute to the planning and implementation of speech, language and communication supports across the school's MTSS framework.
Provide specialist advice to strengthen Tier 1 classroom practices that support oral language, vocabulary development, comprehension and communication.
Develop and deliver targeted Tier 2 small-group interventions for students requiring additional speech and language support.
Provide intensive Tier 3 assessment, intervention and consultation for students with significant or complex communication needs.
Collaborate with the Wellbeing and Inclusion Team to identify students requiring additional support and determine appropriate intervention priorities.
Support the development of consistent, evidence-based communication strategies across classroom and intervention settings.
3. Disability Inclusion and Individual Student Planning
Contribute specialist speech pathology knowledge and assessment information to Disability Inclusion Profile processes.
Conduct relevant assessments and prepare professional reports to identify communication-related functional needs and the adjustments required to support students.
Assist teachers and the Wellbeing and Inclusion Team to identify, document and implement reasonable adjustments for students with additional communication and language needs.
Contribute to the development, implementation and review of Individual Education Plans (IEPs), including measurable communication-related goals.
Participate in Student Support Group (SSG) meetings and multidisciplinary case discussions where specialist speech pathology input is required.
Support the collection, interpretation and documentation of evidence relating to the frequency, intensity and nature of adjustments provided to students.
4. Staff Capacity Building and Professional Learning
Provide practical advice, coaching and modelling to teachers and Education Support staff on effective strategies to support students' speech, language and communication development.
Develop and deliver professional learning related to oral language, communication, AAC, literacy-related language skills and inclusive classroom practice.
Support Education Support staff to implement targeted speech and language intervention activities under appropriate professional guidance.
Develop practical resources and communication strategies that can be embedded into classroom routines and intervention programs.
Work collaboratively with classroom teachers to promote communication-supportive learning environments and consistent implementation of recommended adjustments.
5. Collaboration, Consultation and Family Engagement
Work collaboratively as a member of the school's Wellbeing and Inclusion Team to support coordinated and effective student interventions.
Communicate assessment findings, intervention goals and recommendations clearly and sensitively to families, teachers and relevant school staff.
Collaborate with external speech pathologists, allied health professionals, Student Support Services and community agencies, with appropriate consent, to coordinate student support.
Provide advice and resources to families to support the development and generalisation of communication skills.
Demonstrate culturally responsive practice when working with students and families from diverse cultural and linguistic backgrounds.
6. Documentation, Organisation and Professional Responsibilities
Maintain accurate and confidential assessment records, intervention plans, progress notes and professional reports in accordance with school and Department of Education requirements.
Manage and prioritise an allocated caseload in consultation with the MTSS Tier 2/3 Leaders, ensuring services respond to identified student needs.
Monitor and evaluate the effectiveness of interventions and provide recommendations for ongoing support.
Maintain current professional knowledge and engage in relevant professional learning and supervision.
Adhere to Speech Pathology Australia's professional standards and relevant Department of Education policies, including Child Safe Standards, privacy, confidentiality and mandatory reporting obligations.
Provide specialist advice regarding appropriate speech pathology resources, assessment tools and communication supports.
Undertake other duties consistent with the professional scope of the position, as directed by the 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
Melton West Primary School is located in the township of Melton, approximately 38 kilometres from the Melbourne CBD. Enrolments have recently stabilised with a current enrolment of 527 students. The school has established its reputation amongst the community as a vibrant, committed, professional learning community which has a clear focus and vision on continuous improvement.
The school¿s facilities have recently been updated, with a full-sized gymnasium, student amenities and a new Administration block constructed. Please click on this link for photos of our well-presented school: https://vimeo.com/820716875/45385e0434
Melton West Primary School believes in high levels of learning for all. We hold the care, safety and wellbeing of children and young people as a central and fundamental responsibility of our school and base all our decisions on what is best for our students. Our vision is to be seen as an inclusive learning community where students, families and staff collaborate to celebrate diversity, nurture curiosity, and encourage each other to achieve and grow as life-long learners. The school values of Communication, Honesty, Kindness, Resilience, Respect and Teamwork underpin the way in which we, as a community, interact to ensure children are supported and safe.
All members of the Melton West Primary School staff demonstrate a strong commitment to keeping up to date with the latest educational research, with many working alongside our school-based coaches and external consultants to continually develop their pedagogical skills. All staff have the opportunity to be trained in Trauma-Informed Educational Practices once appointed.
We seek educators who are highly skilled practitioners, resilient and committed to working as part of a highly effective Professional Learning Community. The successful applicant will be an exemplary educator who has a passion for continuous learning and who demonstrates the capacity to be an active member of the school community. They will have a proven capacity for success and a demonstrated capacity to align their instructional practice to our whole school practice.
Melton West Primary School will apply a thorough and rigorous screening processes in the recruitment of employees and volunteers involved in child-connected work. Our commitment to child safety and our screening requirements are included in all advertisements for employee, contractor and volunteer positions, and all applicants are provided with copies of the school¿s Child Safety Code of Conduct and the Child Safety Policy.
Please check out our website to find out more about our school. Melton West Primary School (meltonwestps.vic.edu.au)
Applicants wishing to find out information about the school or the position may contact the Principal, Michelle Costa, via email on: [email protected]