SC1: Demonstrated experience as a Speech Pathologist delivering a comprehensive speech pathology service in a school setting through a multi-tiered model of support, including universal, targeted and individual interventions, in collaboration with school staff to improve student outcomes.
SC2: Demonstrated ability to work collaboratively in a multidisciplinary team with other allied health professionals, teachers and school leadership to improve outcomes for students.
SC3: Demonstrate excellent communication and interpersonal skills to communicate effectively with a wide range of individuals, including students, teachers, parents/carers and external providers.
SC4: Demonstrated ability to assess and evaluate student's individual learning needs, provide evidence-based intervention programs, monitor and record progress on an individual and small group level.
SC5: Demonstrated experience to plan and implement adjustments for students identified for the Disability Inclusion Profile Model, including developing classroom-based recommendations and intervention to support individualised communication needs.
SC 6: Demonstrated ability to design and deliver professional learning for teachers, education support staff and other relevant professionals, in the areas of literacy, AAC and communication that can be facilitated in the classroom.
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.
- Work directly with students and staff in the areas of literacy and communication.
- Collaborate with teachers to identify appropriate communication goals for students and provide recommendations to support them in the classroom environment.
- Conduct screening and assessment of students in areas such as, communication, literacy, alternative and augmentative communication, speech and language.
- Work as part of a collaborative multidisciplinary team.
- Work positively with team members, school staff, students and families.
- Liaise professionally with external agencies and community networks.
- Demonstrated understanding of the Disability Inclusion Profile Model.
- Record student progress notes and document evidence of student performance.
- Provide the delivery of programs in collaboration with teachers, leadership and education support staff according to student¿s individual needs.
- Plan and guide education support staff members in the delivery of literacy and language support programs.
- Provide evidenced based professional learning to staff.
- Assist in the development, purchasing and maintenance of resources and equipment.
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
- 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.
- 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
Croxton School is a Department of Education & Training Special School located in Beaconsfield Parade, Northcote with additional Campuses at Thornbury Primary School and Thornbury Learning Centre.
Croxton School caters for students aged from 5 ¿ 18 years and has a current enrolment of 130 students.
Croxton School provides a learning environment, which is safe, secure, challenging and above all success orientated. The individuality of all students is highly valued and programs are designed to meet demonstrated needs and interests.
The school actively supports a policy of inclusion by facilitating student access to neighbouring mainstream Primary Schools and Secondary Colleges. The school¿s curriculum and organisational structure aims to prepare students for further education, independent living and employment.
Enrolment at Croxton School is based on a child¿s educational needs and a recommendation of eligibility from a registered psychologist. This does not preclude other diagnosis such as Autism Spectrum, but they have to be assessed as having a full scale IQ of below 70.
Croxton School is unique within Victorian Special Education offering a wide choice of educational options and pathways.
We acknowledge the Traditional Custodians of the Wurundjeri land on which our school stands
