Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1504877
1. Experience and sound knowledge of speech pathology techniques, including assessment and intervention for students with speech, language, communication and literacy needs, and the ability to provide specialist advice on appropriate intervention strategies.
2. Demonstrate a sound knowledge base and application of a range of synthetic phonics programs/strategies and a commitment to implementing this type of intervention throughout the school.
3. Recognise the importance of working positively and effectively within team of staff, students and parents/carers. Have a high capacity to collaborate as part of a team using high communication skills and reflective practices.
4. Demonstrated ability to design and deliver professional learning for teachers and Education Support Staff in the area of language and communication.
5. Demonstrated ability to assess and write funding reports. Ability to maintain data and records on students and monitor student learning
As part of a Primary school environment the successful applicant will have access to leave throughout the school holidays, and the ability to negotiate working hours with the Principal.
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.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for 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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Ramlegh Park Primary School is located on 3.5 hectares of land in Clyde North. It was established in 2020 with 477 students starting in 2021 across all year levels and finishing off the year with over 540 students, and we currently have 1400 Students in 2025. The school has an Early Learning Centre next door and will work together through transition programs for the benefit of the students.
Ramlegh Park Primary School strives for high academic learning for all students and uses the Victorian Curriculum 2.0 which describes what students should learn from Foundation to Year 10. Ramlegh Park Primary School places a strong emphasis on Literacy and Numeracy with specialist subjects in Physical Education, Performing Arts, Visual Art, STEM and integrates AUSLAN as our language.
Student wellbeing is supported using School Wide Positive Behaviours, Zones of Regulation and RRRR which will be woven through all aspects of school life. We have a strong welfare team that includes a Speech Therapist, Student Counsellors and Youth Workers.
Overarching all aspects will be a culture of PLC with an expectation that all stakeholders will learn together for full implementation of a professional learning community approach. Integrated planning and delivery, reflecting on the impact of teaching practice, professional interaction and activation of student voice using evidence-based, high impact teaching strategies are all central to the educational vision. Students and Teachers will use technology for teaching and learning in a sustainable 21st Century educational environment.
APPLICANTS: Please include your name in the title of your attachment/s. Place your name on each page of the application and combine your CV and your application responses into one PDF document. Applicants should provide contact details of 3 referees, including email and phone numbers. Referees other than those nominated may be contacted. Position descriptions are reviewed regularly by the Principal and may change with consultation, to support the SSP, school needs and growth.