Who we are
At Melton Secondary College, our vision is a flourishing school community where challenge, curiosity and commitment lead to excellence. Guided by our mission to rise together ¿ proud of our community, ambitious in our goals, and committed to helping every student thrive ¿ we are united by our motto of Pursuing Excellence in everything we do.
We believe every student can succeed when they are known, challenged and supported. By maintaining high expectations alongside high levels of care, we create a learning environment where students flourish academically, socially and emotionally. Learning and wellbeing are inseparable, and we are committed to ensuring every young person has the opportunity to thrive.
Our staff are united by a strong moral purpose and a deep commitment to our community. We come to work each day believing that education has the power to transform lives. We embrace the challenges our young people face and work collaboratively to remove barriers, inspire curiosity and build the confidence and skills students need for success beyond school.
Melton Secondary College serves more than 1,400 students and employs over 200 dedicated staff. Every student is known, noticed and valued. We recognise that strong partnerships with families and the wider community are essential to student success, and together we create the conditions for every learner to flourish.
Our culture is built on trust, collaboration and continuous improvement. We foster psychological safety through strong relationships, shared trademark behaviours and courageous conversations that keep student learning at the centre of our work. Our trademark is more than a statement¿it is reflected in the way we lead, teach, collaborate and support one another every day.
How we support our staff and students
Melton Secondary College is a place where staff flourish. We are committed to developing exceptional teachers, leaders and educational support staff through purposeful professional learning, coaching and clear pathways for growth. Our comprehensive induction program supports both beginning and experienced staff to thrive from their first day.
We believe that when we invest in our people, everyone benefits. Staff wellbeing is supported through our innovative nine-day face-to-face fortnight, providing regular opportunities for flexible work, professional collaboration, deep thinking and renewal. By creating the conditions for staff to flourish, we enable them to deliver exceptional outcomes for students.
Student wellbeing is intentionally embedded into every school day. Each morning begins with a six-minute Morning Circle, fostering connection, belonging and readiness to learn through our Social Emotional Learning program. Students also participate in our highly valued Enrichment program, providing regular opportunities to explore interests, develop new skills and build meaningful relationships through experiences in the Arts, Sport, Communication and Service. These programs reflect our belief that curiosity, challenge and connection are fundamental to helping young people flourish.
KSC1 ¿ Demonstrated knowledge and skill in assessing speech, language and communication needs in school-aged students, including the confident administration, scoring and interpretation of relevant standardised assessments.
KSC2 ¿ Demonstrated experience providing a comprehensive speech pathology service within a secondary school setting, including universal, targeted and individual interventions. Demonstrated ability to develop and implement practical classroom adjustments, support plans and communication strategies, including AAC, to improve student participation, learning and engagement.
KSC3 ¿ Demonstrated ability to work collaboratively within a multidisciplinary school team, including teachers, education support staff, allied health professionals, leadership, students and families. Demonstrated capacity to build staff capability through coaching, modelling and professional learning.
KSC4 ¿ Highly developed communication and interpersonal skills, including the ability to communicate complex speech, language and communication information clearly and sensitively to students, families and school staff from diverse cultural and linguistic backgrounds, and to establish positive, respectful and collaborative relationships.
KSC5 ¿ Demonstrated capacity to independently manage a caseload and maintain accurate and confidential records. Demonstrated commitment to inclusive, culturally responsive and child-safe practice, with an understanding of the Department of Education's Disability Inclusion model and tiered approach to student support.
The Speech Pathologist would be a part of our Allied Team Supporting the Wellbeing and learning of the students at out college.
There would be no school holiday attendance requirement for this position, and they would be able to access the 9 day face to face fortnight.
The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.
They will work collaboratively with the Allied Health and Inclusion teams to ensure that all students can access learning environments and experience learning growth each day.
As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic).
Further information is available from the Melton Secondary College Assistant Principal Lauren Walton ¿ 03 9743 3322 or [email protected]
Conduct appropriate speech, language and communication assessments using standardised and informal measures, classroom observation and consultation to identify student strengths, needs and appropriate supports.
Analyse assessment information, provide clear recommendations, and monitor student progress to inform ongoing intervention and adjustments.
Plan, deliver and evaluate evidence-based individual and small-group interventions with measurable goals aligned to student needs and classroom learning.
Support students using augmentative and alternative communication (AAC) and develop strategies that promote communication across classroom and school environments.
Provide practical, evidence-informed recommendations and model communication-supportive strategies that teachers can embed in classroom practice.
Build the capability of teachers and Education Support staff through consultation, coaching, modelling and professional learning.
Contribute specialist communication evidence, recommendations and adjustments to Disability Inclusion Profile and Individual Education Plan process.
Maintain accurate and confidential records, monitor student progress and effectively manage an allocated caseload according to student need and the school's tiered approach to support.
Work collaboratively with students and families to explain assessment findings, establish goals and develop shared approaches to supporting communication needs.
Liaise with relevant school teams and external professionals, with appropriate consent, to coordinate supports and referrals for students with additional needs.
Contribute as an active member of the Allied Health team through collaborative planning, case management and multidisciplinary decision-making.
Maintain professional standards and currency of practice while meeting Department requirements relating to child safety, privacy, confidentiality, record keeping and mandatory reporting.
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
Staff wellbeing is supported through our innovative nine-day face-to-face fortnight.
Time Fraction flexibility will be considered for the role.
- 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
