Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1480753
SC1:
Development and delivery of a comprehensive speech pathology service, with the ability to work across all areas of the school with students who have moderate to severe language delays and concerns.
Please demonstrate your experience in developing and delivering speech pathology services, including working with students at varying levels of language ability. Provide examples of how you¿ve addressed language delays and concerns within a school context.
SC2:
Sound knowledge of speech pathology techniques and the ability to develop, implement, and evaluate speech pathology services, as well as providing advice on appropriate intervention strategies.
Highlight your knowledge of speech pathology techniques and your experience in designing and delivering speech therapy interventions. Include how you assess and evaluate the effectiveness of these services.
SC3:
Demonstrated ability to administer appropriate language assessments and provide guidance to staff and families on program delivery and follow-up.
Provide examples of your experience in administering language assessments and how you¿ve supported staff and families in delivering follow-up services and ongoing support.
SC4:
Demonstrated excellent communication and interpersonal skills, including the ability to effectively communicate with a range of professionals, teachers, and parents on service delivery and student-related issues.
Share examples that demonstrate your communication skills, specifically in a school or multidisciplinary team setting. Include how you ensure clarity, empathy, and collaboration when working with diverse stakeholders.
SC5:
A commitment to professional learning and growth, including the delivery of professional development to others.
Describe your dedication to continuous professional development. Highlight any specific experiences where you¿ve participated in or led professional development sessions for colleagues, and how you¿ve applied new knowledge or skills to your practice.
Overview:
Range 4 is distinguished by broader management responsibilities across key operational areas including finance, human resources, and the coordination of support functions. Roles at this level operate within a wide scope, adapting to the size and complexity of school operations.
Objectives are generally well-defined, with broad guidelines and minimal day-to-day supervision. Professionals at this level are expected to demonstrate a high level of independence, initiative, and accountability. They play a key role in ensuring appropriate support structures are in place across the school and act as a vital link between the leadership team, school council, the Department of Education, service providers, and the broader school community.
Specialist roles, such as those in Allied Health, involve delivering services that support student engagement, wellbeing, and inclusion. These roles are non-teaching and are governed by the Education and Training Reform Act 2006 (Vic). Supervision of students may occur in clearly defined circumstances (e.g., individual or small group sessions), but ultimate responsibility remains with teaching staff.
This is a part-time position (2 days per week, 8:30am to 4:30pm), with the actual days negotiable based on mutual agreement.
Manage the planning, coordination, and delivery of high-quality support services to students, teachers, parents, and other school stakeholders.
Ensure that all external service providers deliver appropriate and effective support in alignment with student needs and school goals.
Collaborate with school leadership to ensure that the level and quality of support services across the school remain responsive and consistent.
Provide expert advice and timely reporting to the leadership team, school council, and Department representatives regarding student support services and their impact.
Establish and maintain collaborative professional relationships with staff, families, and external agencies to ensure wraparound support for students.
Manage and oversee relevant resources, assessment tools, and service documentation aligned to best-practice standards.
Operate with a high degree of autonomy and professional accountability to deliver services that meet the diverse needs of students, particularly those with additional or complex learning and wellbeing needs.
Individuals with the aptitude, experience, and/or qualifications to fulfill the specific requirements of the position are encouraged to apply.
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]
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
John Henry Primary School, established in 2017 under the leadership of our current principal, Tanya Roberts, has developed a strong foundation in culture, policies, and procedures, all of which align with our school vision:
¿At John Henry Primary School, we strive to provide the highest quality teaching and learning opportunities for our community.¿
Our school fosters an embedded culture of support and collaboration, where year-level teams work closely together to monitor, assess, and plan for each child's learning and growth.
We pride ourselves on our robust Professional Learning program, which includes both external development opportunities (e.g., Berry Street, Michael Ymer) and internal PD sessions led by our experienced staff, Learning Specialists, and Principal Team.
As a Positive School-Wide Behaviour school, we uphold four key expectations for our students: Be a Learner, Be Respectful, Be Responsible, and Be Safe.
For more details about our school ethos, programs, and the Strategic Plan 2024-2027, as well as our Vision, Values, and Mission Statement, please visit our website: www.jhps.vic.edu.au.