Are you an experienced allied health professional ready to take the next step into a leadership role supporting children and young people to achieve their potential?
An exciting opportunity exists for a highly motivated and experienced Speech Pathologist to join the Student Support Services (SSS) team based in the Inner Gippsland area in a senior role that combines specialist clinical practice with professional and operational leadership of a multi-disciplinary team.
As a senior allied health professional in Student Support Services, you will lead a multi-disciplinary team while continuing to make a meaningful difference to the learning, wellbeing and life outcomes of children and young people. Working within a preventative and early intervention framework, you will provide authoritative advice on complex cases, build the capability of your team and colleagues, and partner with schools, families and communities to create inclusive environments where all students can engage, participate and thrive.
Why Student Support Services?
SSS is made up of a broad range of allied health professions including psychologists, speech pathologists, social workers, occupational therapists and behavioural analysts.
We work in multi-disciplinary teams across Victoria, partnering with schools to improve student access, participation, engagement and achievement.
About the role
This 1.0 FTE ongoing position is based at the Moe Office, Inner Gippsland Area, South Eastern Victoria Region.
As a senior practitioner, you will provide professional and operational leadership to a student support services team, while continuing to deliver high-quality, complex clinical and consultative work. In your role, you will help children and young people achieve their educational goals and overcome barriers, and you will build the capability of the broader allied health workforce. You will contribute to this by:
- Leading, professionally and operationally, a Student Support Services team.
- Managing the delivery and quality of student wellbeing support services.
- Co-ordinating student support services within a multi-disciplinary team.
- Developing and implementing strategies for service delivery within schools.
- Providing authoritative professional advice to management, school leaders and team members, including on complex and time-sensitive cases.
- Advising and directing team members on complex cases, including in relation to barriers to student achievement.
- Developing programs that support schools, teachers and students to improve learning, particularly for students with additional needs.
- Providing professional leadership that supports the work, practice and professional development of others.
- Assessing needs and implementing professional development for team members.
- Supporting schools to respond effectively to critical incidents.
- Liaising with community organisations, government departments, hospitals and specialist services regarding the support needs of students and schools.
Why Allied Health Professionals Choose Education
- Make a lasting difference to children's learning, wellbeing and future success.
- Take on a senior role combining clinical leadership with hands-on practice.
- Work in a preventative and early intervention model.
- Competitive salary, with salary packaging options and yearly salary progression.
- Enjoy flexible and supportive employment conditions.
- Receive structured supervision, mentoring and peer support, while also providing this to others.
- Build capability in schools and across your team, creating sustainable impact beyond individual interventions.
- Collaborate with multidisciplinary teams across Victoria.
- Access professional learning, statewide networks and career development opportunities.
- Dedicated Employee Assistance Program.
- Access to fleet cars (subject to availa bility).
- Access to an extensive assessment and therapy resource library.
The work you do every day can help students participate, engage and thrive in education, and help your colleagues grow in their practice. If you're looking for a rewarding leadership career where your expertise contributes to meaningful and lasting change, we'd love to hear from you.
Qualifications
- A graduate or post-graduate qualification in speech pathology or equivalent.
Accreditation
- Eligibility for membership of Speech Pathology
- A valid Working with Children Check.
- A current Australian Drivers' Licence.
To apply
Please submit your resume and cover letter, responding to the Key Selection Criteria outlined in the attached position description.
Preferred applicants may be required to complete a police check and subject to other pre-employment checks. Any information provided will be treated in the strictest confidence.
Further information and accessibility requirements
For more details about the role or inquiries, please contact Trudy Walker, Student Support Services Branch Manager, Inner Gippsland Area via [email protected].
If you require assistance with the recruitment process, accessibility requirements or adjustments, please contact Trudy or the Department of Education's People Division via email:[email protected].
About the Department of Education
The Department of Education aims to provide every student in Victoria with equal access to high-quality public education. Our vision is to enhance student experiences and wellbeing and provide educators with the resources they need to guide young people.
We are committed to working with our staff and partners to deliver our vision for students and educators across Victoria.
For more information about working in education, visit the links below:
- Allied health careers in education
- Regional Careers (education.vic.gov.au)
- Department of Education's regional model
We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. For more information about our work, working for the Department, diversity and inclusion, and our employment conditions visit the Department website and our Diversity and Inclusion page
Applications Close at 11.59 pm on Sunday 6 September 2026.
