Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1513015
SC1. Educational Speech Pathology Knowledge and Practice
Demonstrated knowledge and capacity to assess and deliver intervention across speech, language, phonological awareness, phonics and literacy development, using evidence-based practices aligned with the Science of Reading. Experience or capacity to develop expertise in augmentative and alternative communication (AAC) systems and integrating communication devices with literacy instruction for students with complex communication needs.
SC2. Collaborative Practice in Hospital-Based Educational Settings
Demonstrated capacity to work independently and collaboratively as part of a multidisciplinary team within a hospital-based school environment, contributing speech pathology expertise to educational planning, Student Support Group (SSG) processes, liaison with base schools, and supporting the implementation of the School Improvement Literacy Plan (SLIP). Ability to work effectively with hospital staff, educators, allied health professionals, and families to ensure continuity of education and support.
SC3. Assessment, Documentation and Literacy Planning
Experienced in conducting comprehensive phonics and literacy assessments, maintaining accurate progress data, and developing individualised communication and literacy goals that meet educational documentation and reporting requirements. Lead the implementation of a new customised YYRCHS reading assessment tool specifically designed for hospital-based school contexts.
SC4. Professional Learning and Capacity Building
Ability to design and deliver professional learning, coaching and peer observations for teachers and education support staff to build capability in implementing structured literacy approaches, phonics assessment tools, and evidence-based language and communication strategies. Demonstrated capacity to upskill staff in the use of AAC systems and communication devices to support students' access to literacy learning and curriculum participation.
SC5. Communication, Relationships and Conflict Resolution
Demonstrated high level of interpersonal, communication and conflict resolution skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader community to support student learning, agency, wellbeing and engagement.
SC6. Ability to Work Within a Complex Environment
Capacity to demonstrate resilience, composure and compassion in a medical environment and its associated challenges.
Aligning with the Victorian Department of Education's mandated approach to reading from Term 1 2025, all government schools are required to teach reading using a structured literacy approach, with daily systematic synthetic phonics instruction as a core component for students in Prep to Grade 2. This evidence-based method explicitly teaches the relationship between sounds and letters to build foundational word reading and spelling skills.
At YYRCHS, this newly established Speech Pathologist position will work collaboratively with the Literacy Improvement Leader and the wider leadership team, to embed evidence-based literacy practices for students and ensure the goals of the School Improvement Literacy Plan (SLIP) are achieved. Also, this position will co-lead the development of a customised literacy assessment tool that will establish reading levels and identify targeted learning needs for YYRCHS students.
Given the unique and richly complex profile of students within a hospital-based educational setting, experience in augmentative and alternative communication (AAC) is considered highly desirable for this role. Many students at YYRCHS present with complex communication needs and rely on specialised communication systems, making this an exciting opportunity to work at the forefront of inclusive, innovative practice.
Conducting comprehensive assessments of students' phonological awareness, phonics knowledge, and broader literacy skills
Providing direct, evidence-based intervention to support students' communication and literacy development from Kindergarten to Year 12
Design and implement evidence-based communication and literacy goals within IEPs, tailored to support students with diverse communication and literacy needs
Building teacher capacity through professional learning, coaching and peer observations of YYRCHS staff in the implementation of a newly established phonics assessment tool
Collaborating with base schools, families, and multidisciplinary professionals to ensure continuity of education and support
Build the capacity of staff in augmentative and alternative communication (AAC) systems to support students with complex communication needs
Support the development of literacy skills through inclusive, accessible communication and learning approaches
Driving the achievement of literacy goals outlined in the YYRCH School Improvement Literacy Plan (SLIP) through evidence-based assessment, targeted intervention, and professional learning initiatives.
Yalingbu Yirramboi RCH School Responsibilities:
Reporting
Collect and maintain accurate data and information, including documentation within school and hospital systems.
Ensure completion of Individual Education Plans (IEPs) for all students.
General
Actively and positively contribute as a member of the team, e.g. in group forums, meetings etc.
Active contribution to self-development by participation in formal supervision, professional development and Statement of Expectations.
Participation and collaboration in a YYRCHS Professional Learning Community, to support the Annual Implementation Plan (AIP).
Uphold the YYRCH School Norms.
Support other initiatives as required.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Essential Skills and Experience
This role requires expertise and a strong understanding of the structured literacy approach, systematic synthetic phonics instruction, and evidence-based practices for students with diverse learning and communication needs, including those in hospital and medical settings. This role requires expertise in early intervention and supporting students across all year levels to develop foundational literacy and communication skills. Experience working with augmentative and alternative communication (AAC) systems, including high-tech communication devices and low-tech visual supports, is highly valued.
Qualifications
A university degree in Speech Pathology and eligibility for membership with the relevant professional body (e.g.,¿Speech Pathology Australia).
Relevant professional checks, such as a Working with Children Check.
Please ensure that your application includes:
A¿resume including relevant experience as well as personal details (name and contact details)
A¿section addressing the selection criteria and the requirements for application under the¿Who May Apply¿section
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
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.
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
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
A probationary period may apply during the first year of employment and induction and support programs provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at¿http://www.education.vic.gov.au/hrweb/Pages/default.aspx
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
Staff employed by YYRCHS are required to complete a National Police Check, Flu and COVID-19 vaccinations at their own expense to meet the Royal Children¿s Hospital onboarding requirements.
A probationary period may apply during the first year of employment and induction and support programs provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Yalingbu Yirramboi - The Royal Children¿s Hospital School (YYRCHS) was officially registered as a Victorian Government school in June 2024.
YYRCHS keeps students connected to their education by bridging the gap between hospital, home, and their base education setting.
Educators design and deliver targeted and individualised learning to improve valued student outcomes (academic, developmental, physical, social, and emotional wellbeing). We set our learners up for success by ensuring they experience continuous engagement in learning. We are dedicated to empowering students and caregivers, advocating for their needs, and fostering a supportive environment for them to become champions of their own education post-hospital discharge.
Learners at YYRCHS are a transient student cohort, who receive education interventions on a short or long-term basis dependant on eligibility and educational risk.
Teachers meet new patients to discuss their learning needs and determine the appropriate level of educational support. Eligible students will be offered individual (bedside) learning, group (classroom) learning experiences, or a combination of both.
Each student receives an Individual Education Plan (IEP) prepared in collaboration with the student, families/caregiver, multidisciplinary treatment teams and the base educational setting. The IEP is reviewed regularly and updated in line with the student's educational progress.
The Royal Children¿s Hospital (RCH) is a high-trauma, acute medical environment that provides care for some of Victoria¿s sickest children and young people. Staff working in this setting will be exposed to patients with severe illnesses and complex health conditions. This environment demands a high level of professionalism, confidentiality and emotional resilience.
The YYRCHS recognises the unique challenges associated with this work and provides a comprehensive range of wellbeing, psychosocial and bereavement supports for staff. We encourage prospective employees to take the time to consider the nature and realities of this environment and reflect on how it may impact you personally, to evaluate your suitability for working in this setting.
Early Years
Our hospital kindergarten program is led by qualified early childhood educators who, through engaging play-based learning, help prepare children for school.
Primary
The school offers an evidence-based program that is built on high-impact teaching and wellbeing strategies and underpinned by the Victorian Curriculum, with a focus on literacy and numeracy.
Secondary, VCE and Senior Secondary Pathways
Specialist teachers assist secondary and senior secondary students to remain connected to their studies during a hospital stay, with a focus on educational tasks assigned by their base school.
SWAN
A small team of special education trained teachers who focus on supporting the diverse learning, communication, and accessibility needs of students requiring differentiated instruction and individualised adjustments.
School Transitions
A team of skilled education professionals facilitates smooth transitions for children and young people as they re-enter or enrol in appropriate educational settings while serving as advocates for all stakeholders involved.