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Knowledge, ability and experience in the provision of speech therapy services, in the area of paediatrics with experience as a speech pathologist delivering a comprehensive speech pathology service to children from 5 to 18 years in an educational environment. (Includes the possession of a recognised qualification in Speech Therapy acceptable for membership of speech Pathology Australia)
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Capacity to work cooperatively and to communicate effectively with a wide range of individuals including teachers, other support staff, parents and students.
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Ability to provide a range of assessments, program planning and implementation of intervention including a proven capacity to utilise technology (e.g. iPads).
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Ability to evaluate programs and your professional performance and provide evidence of outcomes.
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Commitment to professional learning and growth with a willingness to engage in professional development activities, especially related to the range of impairments, intervention and evidenced based practice required to provide a quality service. This will include the delivery of Professional Development to others.
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Ability to work independently, to accept supervision as required and an ability to seek support and implement recommendations
To provide classroom based speech therapy support to teachers as allocated through discussions with the Allied Health team leader.
To work collaboratively within transdisciplinary teams to develop and implement student's individual program plans and complete the school's requirements for assessment and reporting.
To provide individual speech therapy services and consultancy with staff, parents and students as required.
To attend meetings which include team meetings, staff meetings, departmental meetings and planning meetings for Individual Learning Plans and Program Support Groups as appropriate.
To demonstrate an innovative approach to planning and implementing speech therapy programs.
To provide appropriate intervention strategies and advice regarding specialised aids and equipment to enable students to achieve optimal functioning.
To establish effective communication with teaching staff and to consult and advise other team members, families and caregivers regarding student management.
To contribute to the education of teachers and teacher aides through staff meetings and professional development sessions
To participate in personal and departmental appraisal processes
To identify and participate in professional development consistent with identified personal and professional development needs. This may involve participation in professional networks.
To support and promote a positive and motivating environment throughout the school
Provision of Therapy Services
Provision of high quality, direct clinical services to a case load of children including assessment, task analysis, and intervention indicated by:
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application of contemporary theoretical knowledge in the assessment, treatment and review of children with a range of disabilities including cerebral palsy, Down syndrome, autism and intellectual disability
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assessment of children; planning and implementation of programs to facilitate and promote development in the areas identified within the Individual Education Plan (IEP) for each student.
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prepare for and attend Individual Education Planning meetings and other meetings as required to contribute to goal setting
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provision of individualised programs in the classroom and therapy rooms or community settings
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provision of group programs in the classroom and therapy rooms or community settings
Documentation and Reporting
Production of reports and documentation as required by the Department of Education and Sale & District Specialist School evidenced by:
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production of high quality formal reports on standardised and other assessments
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production of reports for purposes determined by the school, for example, Student Support Group Meetings, Disability Program Funding Applications
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completion of reports and application requirements as required for direct service delivery, for example, applications for funding for students¿ communication devices
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letters and other documentation to professionals and other agencies
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written summaries of intervention as required
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verbal reporting and liaison with other staff, parents, team meetings and other meetings as required
Program/Curriculum Development (in areas other than direct therapy provision)
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work with others to develop curriculum programs as required
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determine appropriate assessment tools and conduct assessments and work collaboratively to develop programs and resources for the provision of therapy services
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provide practical skills training to other staff as required within level of experience
Professional Conduct
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adherence to Privacy legislation including respecting the confidentiality of students and families and staff
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attend all meetings and observe meeting protocols as required
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show a willingness to accept responsibility and to work effectively, to work under limited supervision and to seek assistance as required
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participate in professional development and provide professional development in consultation with others and to level of experience
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participate in performance reviews as required
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develop an awareness of the resources and systems within the school, DET, funding bodies and professional organizations
Who may apply
Individuals with the aptitude, experience and/or qualifications to fulfil 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
All staff employed by the Department and schools have access to a board range of employment conditions and working arrangements
Appointment of successful applications will be made subject to a satisfactory pre-employment condition 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 online at the Department¿s Human Resources website at www.eduweb.vic.gov.au/hrweb/
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.
Sale & District Specialist School is a new, purpose built school with attractive secure grounds, well equipped teaching and learning spaces, state of the art facilities and a staff team committed to ensuring each student has the opportunity to succeed in all areas of their school life. The new school opened at the start of the 2018 school year, consolidating three campuses onto one site.
The school is a specialist school with teachers and ancillary staff catering for the needs of students with an intellectual disability and many additional needs. Students are aged from 4 years 8 months to 18 years. Students may be enrolled fulltime or on a dual enrolment basis with a mainstream school. Students travel from within the Wellington Shire and there is some access to transport provided by the Department of Education & Training.
Dedicated teachers provide excellent learning opportunities for all students through quality programs based on outstanding teaching and learning practices. The school follows the Victorian Curriculum making full use of ABLEs resources and the Towards Foundation Curriculum, we also offer VCAL - Foundation Certificate.
Individual Education Plans are developed in consultation with parents/ carers and allied professionals. Plans are designed and implemented to meet the needs of and challenge individual students while building on their abilities. Programs are developed in conjunction with the allied health staff are implemented by all staff across the school. Communication programs aim to further develop the functional communication, language and literacy skills of all students. Assisted, Augmentative Communication techniques and tools are utilised to give non-verbal students the opportunity to make choices, make their wants and needs known and communicate with others.
The school has an open-door policy and welcomes parents and volunteers into the classrooms and values their assistance in a variety of school based and community programs. With a committed staff, small class groupings and a network of enthusiastic volunteers we are able to offer students a wide variety of enrichment programs.
Hours of duty for this position are from 8:30 ¿ 4:30 each day. There will be a requirement to attend two afternoon meetings per week within this time range.
