Officer Brunt Road Specialist School (interim name) is currently being built and will open from Day 1, Term 1, 2027. Located on Pioneer Way in Officer, the school has been designed to meet increasing enrolment demand within Melbourne's growing south-east corridor and will provide educational programs for students with mild to profound intellectual disability. When fully operational, the school will cater for up to 144 students.
The school has been purpose-built to provide a safe, inclusive and engaging learning environment that supports communication, regulation, independence and meaningful participation for every student.
When the school opens in Term 1, 2027, facilities will include:
2 learning neighbourhoods
Administration and library building
A multi-purpose building including specialist spaces for music, drama, food technology and fitness, as well as a canteen
Outdoor hard courts and car parking
Junior and senior playgrounds, an adventure playground, productive garden and active green space.
Officer Brunt Road Specialist School (interim name) is being established with a strong focus on evidence-informed practice, inclusive education and collaborative teamwork. Staff will work together to create structured, engaging and supportive learning environments that promote positive outcomes in learning and wellbeing.
Guided by our motto, "Belonging first. Connection always. Growth for all." we are committed to creating a school culture where every student, staff member and family feels welcomed, valued and supported to thrive.
Vision
We deliver high-quality teaching within an inclusive and predictable learning environment, supporting every student through tailored adjustments to achieve meaningful progress in learning and wellbeing.
Mission
We provide a structured, responsive learning program tailored to each student's strengths, needs, and goals. Through collaborative practice, evidence-informed teaching, and targeted supports, we ensure every student can access learning, participate meaningfully, and make ongoing progress in their education.
Values
Belong - Everyone feels safe, included and valued
Connect - Strong relationships guide learning and wellbeing
Grow - Learning and progress for all
"Belonging first. Connection always. Growth for all."
Our Commitment
At Officer Brunt Road Specialist School (interim name), we are committed to:
Delivering evidence-informed, trauma-informed and differentiated teaching for students with intellectual disability and complex learning needs
Using explicit teaching, ongoing assessment and allied health collaboration to support communication, access and student growth
Embedding the Victorian Curriculum, Berry Street Education Model and SWPBS within a cohesive approach to learning and wellbeing
Creating structured and supportive learning environments that promote regulation and readiness to learn
Maintaining a culture of unconditional positive regard where every student feels valued, included and supported to thrive
Building strong partnerships with families, carers and external professionals to support student success
SC1 - Demonstrated experience delivering evidence-based Speech Therapist practice to support students with additional learning needs in an educational setting.
SC2 - Demonstrated knowledge and experience working under a multi-tiered system of support, including understanding how neurodiversity and adaptive functioning impacts learning.
SC3 - Demonstrated ability to use a range of assessment and outcome measures to develop, implement and evaluate intervention programs and curriculum delivery.
SC4 - Highly developed communication and interpersonal skills with the ability to liaise and work collaboratively with teachers, Education Support staff, families/carers, external therapy teams and other professionals to improve student outcomes.
SC5 - Highly developed organisational skills with demonstrated ability to work independently, utilise effective time management strategies, establish priorities and meet deadlines.
Role Description
The Speech Pathologist provides high-quality, evidence-based speech pathology services to support students with additional needs to access the curriculum and participate fully in school life. The Speech Pathologist works as part of the allied health team, collaborating with teachers, education support staff, families, and external professionals to identify and address barriers to learning. The role includes assessment and intervention (individual, small group and whole class) in the areas of speech, language, communication, alternative and augmentative communication (AAC), swallowing/mealtimes and social/behavioural needs. The role also includes provision of clinical guidance, delivery of professional learning, and contribution to Disability Inclusion processes. The successful candidate will be required to demonstrate evidence of an appropriate Speech Pathology qualification and registration with the Speech Pathology Board of Australia.
Essential Requirements
Appropriate qualification in Speech Pathology and current registration with the Speech Pathology Board of Australia
Highly developed organisational and time management skills, with the ability to work independently, establish priorities and meet deadlines
Excellent interpersonal and communication skills, including the ability to communicate sensitively and effectively with students, families, staff and external professionals
Demonstrated capacity to work collaboratively as part of a multidisciplinary team
Knowledge and experience in Augmentative and Alternative Communication (AAC) systems for students who are non- or minimally verbal
Understanding of Autism Spectrum Disorder and its impact on communication and learning
Commitment to ongoing professional development and reflective practice
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.
Conduct comprehensive speech pathology assessments in the areas of speech, language, communication, AAC, swallowing/mealtimes and social/behavioural needs
Design and implement evidence-based intervention programs (individual, small group and whole class) in collaboration with teachers, families and other professionals
Document, record and accurately report on student involvement, evaluate progress and make recommendations for future programming
Provide support to students' families and carers through meetings, resources and ongoing communication
Develop and implement appropriate Augmentative and Alternative Communication (AAC) systems for non- or minimally verbal students, and support their use across the school environment
Support the implementation of school-wide literacy programs as required
Contribute to Disability Inclusion Profiles (DIPs), Individual Education Plans (IEPs), and the PSD application process, including attending Disability Inclusion Profile meetings to provide speech pathology input
Provide consultative support for teaching staff including implementing group intervention programs, developing visual and communication resources, and upskilling staff in communication and feeding/swallowing
Design and deliver professional learning activities for teachers, Education Support staff and other professionals in the areas of speech, language, communication and AAC
Provide mentoring and clinical support to less experienced therapists and Speech Pathology students
Recommend appropriate equipment and resources for students' use in the school, home and community environment
Manage and maintain speech pathology resources and equipment
Liaise with external service providers, parents and Student Support Group members to collaborate on goals and intervention strategies
Attend and contribute to staff meetings, therapy meetings, case conferences and wellbeing team meetings
Maintain client records including assessment results, program notes, assessment and transition reports
Engage in peer review, performance appraisals, supervision and other quality assurance activities
Undertake other duties as directed by the Principal
Applicants must have
- A Tertiary Qualification in Speech Pathology
- Be eligible for Membership of Speech Pathology Australia
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
