SC1 Demonstrated experience delivering evidence-based speech pathology assessment, intervention and consultation to support children with diverse communication, language, speech and learning needs within an educational or paediatric setting.
SC2 Demonstrated knowledge and experience in assessing and supporting students across a multi-tiered system of support, including speech, language, social communication, literacy and Augmentative and Alternative Communication (AAC), with an understanding of neurodiversity and inclusive education.
SC3 Demonstrated ability to develop, implement and evaluate individual, small-group and whole-class intervention programs using a range of assessment tools and outcome measures to improve student participation and educational outcomes.
SC4 Highly developed communication and interpersonal skills, with the ability to work collaboratively with teachers, Education Support staff, families, external professionals and multidisciplinary teams to achieve positive outcomes for students.
SC5 Excellent organisational and time management skills, including the ability to manage a diverse caseload, maintain accurate documentation, prioritise competing demands and contribute effectively as part of a multidisciplinary wellbeing and inclusion team.
The Speech Pathologist plays a vital role in supporting student learning, wellbeing and participation by providing high-quality, evidence-based speech pathology services within an inclusive educational setting.
Working collaboratively with school leadership, teachers, families and external professionals, the Speech Pathologist will assess students' communication needs, develop targeted intervention programs and build staff capacity to support communication and language development across the school.
The role contributes to whole-school inclusive practices and supports students across all tiers of intervention through consultation, direct therapy and collaborative planning.
The Speech Pathologist will:
- Conduct comprehensive speech pathology assessments in the areas of speech, language, communication, social communication, literacy and Augmentative and Alternative Communication (AAC).
- Develop, implement and evaluate evidence-based intervention programs for individual students, small groups and whole-class settings.
- Collaborate with teachers to develop communication goals, classroom strategies and evidence-based adjustments that improve student participation and learning outcomes.
- Support the implementation of AAC systems and communication supports across classroom and school environments.
- Provide recommendations and resources that enhance communication, language development and classroom participation.
- Contribute to Disability Inclusion Profiles (DIPs), Individual Education Plans (IEPs), Student Support Group meetings and other collaborative planning processes.
- Provide coaching, consultation and professional learning for teachers and Education Support staff to build capability in supporting communication and language development.
- Work collaboratively with families, external therapists and community agencies to ensure coordinated support for students.
- Maintain accurate assessment records, reports, progress notes and professional documentation in accordance with departmental and professional requirements.
- Recommend and manage speech pathology resources, communication supports and specialised equipment.
- Participate as an active member of the school's multidisciplinary wellbeing and inclusion team to improve educational and wellbeing outcomes for students.
- Hold a recognised tertiary qualification in Speech Pathology.
- Be eligible for Certified Practising Membership (or equivalent eligibility) with Speech Pathology Australia.
- Demonstrate a commitment to evidence-based practice, inclusive education and collaborative multidisciplinary teamwork.
- Hold (or be eligible to obtain) a current Victorian Working with Children Check and satisfy all Department of Education employment requirements.
- Hold (or be willing to obtain) an ADOS-2 and or MIGDAS-2
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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Trafalgar Primary School is a vibrant, inclusive, and community-oriented school located in regional Victoria, approximately 120 kilometres east of Melbourne. Nestled at the foothills of the Strzelecki Ranges, the school serves the township of Trafalgar; one of the fastest growing areas in the state. The school¿s vision- Together, empowering learners to follow their passion and make powerful contributions to the lives of others- is lived through a strong commitment to fostering an inclusive and supportive learning environment. This is anchored by the school¿s values: Be Safe, Be Respectful, Be a Learner, which underpin its Behaviour Curriculum and approach to student management.
Trafalgar Primary School employs a dedicated and diverse team of 47 staff, including teachers, learning specialists, tutors, and Education Support staff. The school offers specialist programs in Music, Visual Arts, Health and Physical Education, STEM (Science, Technology, Engineering and Maths) and Performing Arts. A broad range of sporting opportunities ensures students remain active and engaged, including annual swimming lessons and exposure to both mainstream and emerging sports.
Trafalgar Primary forms part of a dynamic education precinct, alongside the co-located Early Learning Centre and High School. This supports strong transition pathways and cross-campus collaboration.
At Trafalgar Primary School, our Teaching and Learning approach is grounded in the Science of Learning and designed to ensure every student experiences high-quality, evidence-based instruction, every day, in every classroom. We are committed to a low-variance, highly coherent instructional model that provides clarity for teachers and a predictable, supportive learning environment for students.
Central to our practice is Explicit Direct Instruction (EDI). Teachers systematically present new content in small, manageable steps, modelling the learning, checking for understanding, and providing guided and independent practice. EDI ensures that core knowledge is taught clearly, misconceptions are identified early, and all students have the opportunity to succeed, regardless of their starting point.
Our curriculum is intentionally Knowledge-Rich, ensuring that students build deep, connected, and culturally relevant understanding across all learning areas. Knowledge is sequenced deliberately across year levels so that students develop strong background knowledge, vocabulary, and conceptual understanding.
In Literacy, we deliver a Systematic Synthetic Phonics program grounded in the Orton-Gillingham approach, which provides structured, cumulative, multisensory instruction in phonics, morphology, and spelling. This ensures that all students develop essential decoding and encoding skills, supporting fluent reading and writing. Our approach aligns fully with the Department of Education¿s position on the teaching of reading and the broader body of research on effective early literacy instruction.
Together, these elements form a cohesive and highly effective Teaching and Learning approach that reflects the Science of Learning: explicit instruction, cumulative practice, spaced review, and the deliberate building of knowledge over time. Through this model, Trafalgar Primary School is ensuring that all students are safe, respectful, and engaged learners who can thrive academically and beyond.
