Purpose
Western Autistic School's vision is to provide a dedicated school for students with autism.
At Western Autistic School, we envision a nurturing environment for autistic students in grades Prep to Year 3. Through personalized support and collaborative teaching, we empower each child to thrive socially and academically. Our community celebrates diversity and fosters a commitment to building a strong educational foundation for our students that encourages lifelong learning and achievement.
Our school demonstrates commitment to the following values:
- Diversity
- Respect
- Learning as an ongoing process
- Sharing and growth of knowledge
- Collaboration
School Profile
The Western Autistic School is a large, vibrant and unique school in the western suburbs of Melbourne. We offer an early years program for 300+ young children with Autism Spectrum Disorder in Prep to Grades 3.
Our school caters to autistic students, and synthesises an evidence base drawn from student-centred, strengths-based approaches and contemporary research from the fields of autism and inclusive education to develop Individual Learning Programs for each student.
Key features of our program include:
- The individual student is the focus of our teaching
- Each student is provided with an Individual Learning Plan, in collaboration between the student, their family and the teaching team
- An emphasis on building foundational skills in social communication and functional areas, alongside academic skills particularly in the areas of literacy and numeracy
- Small classes of approximately eight students with a teaching team of consisting of teachers, education support staff and allied health professionals
- Individualised transition program for children to move on to their local neighbourhood school
- Ongoing outreach supports.
As part of our school's mission, WAS is actively involved in research and training. It has a registered training provider The Autism Teaching Institute (ATI) which provides post graduate qualifications to educators working with autistic students.
Further information about WAS and its branches is available at:
www.westernautisticschool.vic.edu.au
www.autismteachinginstitute.org.au
SC1 Extensive experience in providing speech and language therapy to children with Autism Spectrum Disorder or developmental delays, particularly in the area of pragmatic language development.
SC2 Extensive knowledge and experience in the use of a range of Alternative and Augmentative Communication systems (both low- and high-technology systems) and the implementation of AAC best practice.
SC3 Demonstrated capacity to work in collaboration with teaching teams to devise programs that extend a student's functional communication and social skills in a range of contexts.
SC4 Demonstrated ability to work as part of a collaborative multi-disciplinary professional team.
SC5 Experience in mentoring and supervision of less experienced therapists or Speech Pathology students in the context of Autism Spectrum Disorder and pragmatic language development.
SC6 Experience in the design and delivery of professional learning activities in the areas of language and communication, specific to Autism Spectrum Disorder, for teachers and other educational professionals.
SC7 Highly developed verbal and written communication and interpersonal skills, including demonstrated sensitivity to family issues in special education.
[Attendance requirement for this position]
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.
ACCOUNTABILITY OBJECTIVE:
The incumbent is responsible for providing consultancy Speech Pathology services to an allocated caseload of children who attend Western Autistic School, and to provide leadership to the Speech Pathology team.
CONTACTS:
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Teaching staff (Teachers and Education Support)
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Allied health staff (Occupational Therapists, Speech Pathologists, Psychologist, Social Worker, Welfare)
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Parents and caregivers where appropriate
DUTIES AND RESPONSIBILITIES:
Clinical
To provide assessment, therapy program implementation, and ongoing evaluation, for an allocated caseload of children attending Western Autistic School, within the Individual Learning Plan framework.
To deliver Speech Pathology consultation within defined organisational parameters.
To continue to develop and apply knowledge of Autism Spectrum Disorder and the specific presenting communication difficulties.
To continue to develop and apply knowledge of pragmatic language development and its application and implementation relevant to Autism Spectrum Disorder.
To develop and implement appropriate alternative and/or augmentative communication systems for non- or minimally verbal students.
To provide complex professional reports requiring factual analysis, including assessments and recommendations for consideration by others.
To undertake advanced interventions in dealing with particularly complex cases that may require cross-profession or agency collaboration.
Liaison
To resource and support staff in their use of appropriate communication strategies as an integral part of their school program.
To liaise with school staff, and families, where appropriate regarding the child¿s progress to ensure that the individual needs are appropriately met.
To design and deliver professional learning activities conducted by the Speech Pathology department for the benefit of teaching staff.
To provide mentoring and clinical support to less experienced therapists and Speech Pathology students.
To meet and confer regularly with Co-Therapists.
To provide feedback when required to Leadership regarding service delivery.
Organizing / Reporting / Procedures
To maintain client records including assessment results, program notes, assessment and transition reports.
To provide teaching staff with a copy of program notes after each classroom consultation (which include specific recommendations) and maintain a copy for the Speech Pathology file.
To participate in meetings with therapy and educational staff as required.
Resourcing / Planning
To recommend appropriate equipment and resources for student¿s use in the school / home / community environment where appropriate.
To develop and produce appropriate AAC and language development resources for classroom use, and to ensure that these are also made available to the Speech Pathology department resource collection.
Problem Solving and Professional Development
To liaise and consult with school leadership regarding problem solving and feedback regarding development of clinical, administrative and interpersonal skills.
To engage in peer review, performance appraisals, supervision, and other quality assurance activities.
To liaise with appropriate professional bodies to enhance development of professional skills.
PERFORMANCE APPRAISAL:
Performance reviews will be conducted annually with the Principal.
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
A written response to each of the Selection Criteria is mandatory.
Up to three referees who are able to comment on your application in relation to the Selection Criteria.
Referees other than those nominated may be contacted by the Panel.
This position is located at Western Autistic School - 1 Burnley Street, Laverton.
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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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
