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: 1528200
SC1 Demonstrated knowledge or ability to develop expertise in speech pathology within an educational setting, including conducting assessments, delivering interventions, and supporting students with speech, language, communication, and literacy needs.
SC2 Demonstrated knowledge of evidence based early literacy and phonics instruction, and the ability to support classroom teachers in delivering high quality phonics programs.
SC3 Capacity to collaborate effectively within a multidisciplinary team, contributing speech pathology knowledge and working alongside educators, allied health staff and other professionals to support student learning and communication development.
SC4 Strong organisational skills, including the ability to maintain accurate records, monitor student progress, and contribute to Disability Inclusion Profiles and other relevant documentation, with a commitment to ongoing learning in these areas.
SC5 Strong interpersonal, communication, and problem-solving skills, with a willingness to engage positively with students, families, and staff while continuing to build professional expertise in a school environment.
A Speech Pathologist plays a significant role in assisting the education, development, participation, language and communication skills of all students through the provision of speech therapy services. They advocate for, and protect the communication rights of, children and young people, to be as independent as possible while at school and in the community. The Speech Therapist will enable students to access the curriculum at school through providing specialist recommendations that assist classroom staff to support student engagement with learning and skill building.
The Speech Pathologist operates in accordance with government and DE legislation, guidelines and accepted practice and protocols, including complying with all Workplace OH&S legislation, regulations, policies and procedures, and adhering to the Child Safe Standards.
An education support class role at this range is distinguished by:
broader management responsibility, particularly in the areas of finance and human resources where management responsibility is for a range of functions under a wide range of conditions, subject to the size and complexity of school operations; or
delivery of professional student support services and/or clinical management of students and other support functions.
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.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required where it is an integral part of the employee's position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher
A role at this range may include:
Provision of key support and advice to the leadership team and school council and/or liaison with the general school community, the Department, and other government agencies and service providers;
Professional student support positions where duties and responsibilities, relative to their professional discipline, are carried out with a higher level of autonomy and with minimal reliance on professional supervision. These positions provide health advice and clinical resources to the school community. Typical professional support positions operating at this level would be registered nurses (performing the role of Registered Nurse range 4 as described in Schedule 3), speech pathologists, psychologists, occupational therapists, physiotherapists, and social workers;
Responsibility for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.
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 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.
Deliver speech therapy services which incorporate speech pathology techniques, specialist advice and appropriate intervention strategies based on assessment data and evidence-based practices
Address the complex communication and oro-motor needs of students including coordination, organisation and delivery of specific staff professional learning and intervention support.
Develop and monitor implementation of individual student meal assistance plans, providing necessary training for staff to ensure student safety whilst eating
Promote and support the use of AAC's (high and low tech), including providing relevant professional learning and support for all staff.
Conduct speech and language assessments and prepare reports as required.
Document recommendations in the record of specialist involvement form to support classroom staff with implementation.
Liaise with Allied Health Assistants (AHA's) to support implementation of recommendations with classroom based staff.
Mentor and support AHA's and preservice Speech Therapy students to develop their skills and knowledge
Deliver individual or group programs at various year levels, to support student communication and interaction skills.
Communicate with parents/guardians and external allied health professionals to support a holistic approach to address individual student communication needs
Maintain up to date case notes on Compass and within the student file ensuring documents are only distributed to relevant staff.
Actively contribute to the HPS Allied Health and Wellbeing team.
Make recommendations to the Allied Health Team about specific equipment or resource requirements for students
Undertake duties as directed by the Principal, within the scope of the position
Maintain annual registration requirements including undertaking required relevant professional development per year appropriate to the profession
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
Hallam Primary School provides an inclusive and supportive learning environment. The school ensures a safe and orderly learning and teaching environment, implements school-based wellbeing support that incorporates fair and equitable student management processes, establishes effective curriculum, assessment and reporting procedures and has high expectations that all students can learn and be successful.
Staff work collaboratively and take collective responsibility for students' learning and wellbeing. This is consistent from Foundation, where many students enter the school developmentally vulnerable and make progressive gains through to Year 6. These gains are achieved through a structured learning environment that balances explicit teaching with inquiry, and provides a variety of programs and experiences to engage students' interests and enrich students' learning.
Programs in Science-Technology (Science, Coding, Robotics, VR), Physical Education, Visual Arts, Performance Arts and LOTE (Auslan) are provided, and students are offered participation in a range of extra-curricular experiences such as the Stephanie Alexander Kitchen Garden, camps and excursions.
Hallam Primary School is situated within one of the most culturally diverse communities in the City of Casey. Nearly forty languages other than English are spoken within the school community. Hallam Primary School continues to promote its values of fairness, growth, respect and teamwork as key components of school culture and development.