Key Selection Criteria ¿ Speech Pathologist
1. Qualifications and Professional Knowledge
Demonstrated qualifications in Speech Pathology with eligibility for membership of Speech Pathology Australia, together with a sound understanding of speech, language, communication, literacy and social communication development in children and adolescents.
2. Assessment, Intervention and Student Support
Demonstrated ability to assess, plan, implement and evaluate evidence-based speech pathology interventions that support students with a diverse range of communication, language, literacy and learning needs, resulting in improved educational and wellbeing outcomes.
3. Collaborative Practice and Stakeholder Engagement
Highly developed interpersonal and communication skills, with the ability to work collaboratively with teachers, education support staff, families, external agencies and multidisciplinary teams to develop and implement effective support strategies for students.
4. Capacity Building and Inclusive Education
Demonstrated ability to build the capacity of teaching and support staff through consultation, coaching and professional learning, supporting inclusive classroom practices and adjustments that enable all students to access and engage in learning.
5. Organisational Skills and Commitment to School Values
Demonstrated ability to effectively manage competing priorities, maintain accurate records, analyse student data and contribute positively to a school culture that reflects the values of Respect, Determination and Excellence, while maintaining confidentiality and professional standards.
The Speech Pathologist works as part of the Inclusion and Learning Support Team to support students¿ communication, language, social interaction, literacy access, emotional regulation, and participation in the secondary school environment.
The role focuses on improving students¿ ability to access learning, build relationships, engage in school life, and develop independence across academic, social, and vocational settings. The Speech Pathologist collaborates closely with teachers, education support staff, families, and external providers to create inclusive and supportive learning environments.
Key Responsibilities
Student Support
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Assess and support students with:
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receptive and expressive language difficulties
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social communication challenges
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pragmatic language difficulties
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speech sound difficulties
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literacy and language-based learning needs
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executive functioning and organisation difficulties
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emotional regulation linked to communication breakdown
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Autism Spectrum Disorder
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ADHD and neurodivergent learning profiles
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Develop individualised goals and intervention plans.
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Deliver individual, small group, and classroom-based intervention.
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Support students to build:
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self-advocacy skills
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conversation and friendship skills
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problem solving
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emotional language
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perspective taking
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confidence in communication
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Support students during transitions:
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primary to secondary school
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between classes
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into senior pathways and post-school options
Classroom & Curriculum Support
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Observe students within classroom settings to identify barriers to participation and learning.
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Work collaboratively with teachers to support:
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language access within curriculum
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comprehension of instructions
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task breakdown and scaffolding
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vocabulary development
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inferencing and higher-level language skills
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classroom communication supports
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Assist in adapting classroom materials to support student understanding.
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Recommend strategies to improve engagement, participation, and independence.
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Support implementation of inclusive teaching practices across the school.
Social Communication & Wellbeing
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Facilitate programs targeting:
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friendship skills
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conflict resolution
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emotional literacy
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social thinking
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group participation
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self-regulation through communication
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Support students who experience social isolation, anxiety, school refusal, or peer difficulties linked to communication challenges.
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Support restorative conversations and communication breakdowns between peers when appropriate.
Collaboration & Team Support
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Work collaboratively as part of the Inclusion and Learning Support Team.
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Participate in Student Support Group (SSG) meetings and case meetings.
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Liaise with:
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teachers
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education support staff
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leadership
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families
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external therapists and agencies
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Provide practical strategies and coaching to staff to support communication needs within the classroom and school environment.
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Contribute to Individual Education Plans (IEPs) and adjustment planning.
Whole School Contribution
A strong school-based Speech Pathologist can:
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help create communication-friendly classrooms
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support inclusive school-wide practices
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assist staff to understand communication-based behaviours
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support behaviour prevention strategies through communication supports
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improve student engagement and classroom participation
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build staff confidence in supporting neurodiverse learners
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contribute to school-wide wellbeing and inclusion initiatives
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support transition and pathway planning for vulnerable students
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
Desired Skills & Attributes
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Strong understanding of adolescent development and secondary school environments.
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Ability to build positive relationships with young people.
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Knowledge of neurodiversity-affirming practice.
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Strong collaboration and teamwork skills.
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Ability to work flexibly across individual, group, and classroom settings.
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Understanding of trauma-informed and inclusive practices.
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Strong written and verbal communication skills.
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Ability to support both academic and social participation.
Qualifications & Requirements
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Tertiary qualification in Speech Pathology/Speech Therapy.
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Eligibility for membership with Speech Pathology Australia.
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Relevant Working With Children Check and police check.
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Experience working with adolescents or within educational settings is desirable.
The Impact of the Role
The Speech Pathologist plays a vital role in helping students feel understood, connected, capable, and successful within the secondary school environment. Through collaboration, intervention, and inclusive practice, the role supports students to engage meaningfully in learning, relationships, and future pathways.
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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
Woodmans Hill Secondary College is a vibrant, supportive and aspirational learning community, committed to learning from and with each other in order to ensure that all students grow.
Woodmans Hill Secondary College is a school that sits at the heart of its community, situated at the Eastern entrance to Ballarat, in the suburb of Ballarat East and on the Melbourne side, with newly developed facilities on a spacious site with a newly developed Science, Technology, Art and Performing Arts facilities.
At Woodmans Hill Secondary College, we pride ourselves on being a learning culture that knows each child and holds high aspirations for what they can achieve when we work together with our community. We are committed to providing exciting learning experiences that are aimed at meeting each student at his or her academic, social and emotional point of need. Ours is a school that focuses on developing the whole child and seeks to provide a range of opportunities, both in and outside the classroom, for each student to unlock his or her potential.
Our values are Respect, Determination and Excellence, and we expect and encourage the demonstration of these values every day. We are a school that invests time and resources into our staff to increase their capacity so that they can develop and improve their skills and knowledge as teachers. We are research and data driven, constantly focusing on how we can increase our pedagogical knowledge to achieve improved outcomes for our students.
Our Leadership Team for 2026 comprises of 1 Principal, 2 Assistant Principals, and 5 Learning Specialists (Literacy, Numeracy, Junior Years and Senior Years). Currently, our teaching team consists of 62 teaching staff and 31 ES staff (admin, maintenance, learning support, and Business Manager) who cater for the needs of 650 students from year 7 ¿ 12.
