Therapy Team Leader/Speech Pathologist

Role

Will usually be a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school/s. Provides a range of services and/or undertakes the analysis of complex problems that form part of the policy framework.

A school or group of schools would need to have the necessary diversity and complexity to create a role at range 5. Management of a major school or district initiative, project or Department targeted strategy would be an indicator depending on the breadth of management responsibilities.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 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.

Responsibilities

As a member of the leadership team within a school/s responsible for the management of the following:

The Therapy Team Leader¿s primary role is to oversee, coordinate and support the provision of speech pathology and occupational therapy services to students across the school. The Therapy Team Leader also serves as an active member of the School Improvement Team. Therapy services for students at JSA are delivered via a consultancy model to support the best possible learning outcomes for all students. The Therapy Team Leader oversees the provision of therapy services at JSA and ensures it is in accordance with the school¿s philosophy and pedagogical approach.

The Therapy Team Leader will oversee mentoring arrangements for therapists employed by JSA and provide direct mentoring and support to the therapy team where indicated. This support includes a focus on the development and increased proficiency of therapy staff and may take the form of:

·Discussions, problem-solving, observations and feedback for individual staff

·Presentation and facilitation of professional learning sessions and discussions

·Contribution to care team meetings and classroom team meetings

·Supporting the development of, access to and sharing effective and innovative resources to support effective classroom teaching practices.

The Therapy Team Leader works closely with the Assistant Principals ¿ Inclusion & Wellbeing and Teaching & Learning to develop policies and guidelines concerning therapist service provision and protocols. The Therapy Team Leader may also support and guide therapists in developing policies and guidelines for specific therapy areas of support.

Regular therapy team meeting structures and discipline-specific meetings are put in place by the Therapy Team Leader, and therapists are supported to work in positive partnerships with school staff. The Therapy Team Leader will retain a component of the clinical caseload, which depends on the manageability and appropriateness of workload and taking into account the needs and capacity of the therapy team.

Core responsibilities :

In addition to the Dimensions for Work detailed under Professional Services Range 1-5, the key responsibilities of the Therapy Team Leader include:

·Ensuring JSA therapists¿ understanding of school policies, initiatives, and other relevant matters that may impact the provision of therapy services at JSA

·Coordinating discipline-specific caseload distribution

·Managing the delivery of therapy services across the school

·Overseeing therapists¿ attendance in classroom team meetings

·Scheduling and convening therapy team meetings as well as discipline-specific meetings

·Managing therapists¿ professional development plans (PDP and reviewing discipline-specific performance

·Ensuring the therapy team¿s adherence to therapy service guidelines and school policies

·Supporting the therapy team with complex matters concerning therapy service delivery, professional conduct, queries and recommendations

·Supporting the continual development of professional knowledge and skills of the therapy team

·Coordinating the language assessments and reports for Department of Education school funding requirements

·Overseeing the therapy team¿s contribution in preparation for the school¿s transition to Disability Inclusion funding (DIP)

·Overseeing therapists¿ provision of support in relation to bus incident reports

·Monitoring and supporting effective therapy service delivery

·Managing the provision of mentoring to therapists

·Developing, reviewing and providing discipline-specific training and induction

·Providing advice and support for classroom and student-based complex matters

·Maintaining and auditing therapy documentation procedures in accordance with relevant legal, regulatory, and local policies

·Overseeing interventions and new therapy initiatives

·Overseeing and managing the communication and student services budgets

·Overseeing and managing the stocktake and replenishment of school-wide therapeutic and intervention resources

·Leading and managing the stocktake and replenishment of the school¿s curriculum cupboard resources

·Overseeing the purchasing, distribution, management and use of school-owned Augmentative and Alternative Communication systems (high-tech and low-tech AAC)

·Coordinating and supervising the collation of relevant therapy-based information and service records

·Providing therapy consultancy support to leaders, teachers and education support staff as per the school¿s needs and priorities

·Working alongside the Disability Inclusion Leader and the Primary Sub-School Leader to plan, organise, and deliver yearly Prep Orientation sessions

·Overseeing the therapy team¿s delivery of services and supervision of students during prep orientation sessions

·Coordinating the therapy team¿s planning and recommendation of student groupings for prep classrooms

·Convening discussions and collating the therapy team¿s recommendations and feedback for student groupings in relation to yearly student classroom allocation

·Coordinating the planning and delivery of therapy-led professional learning sessions for school staff in consultation with JSA¿s Assistant Principals

·Overseeing the purchasing and maintenance of therapy spaces and therapeutic resources in the OT Rooms and Climbing Gym

·Liaising with relevant external service providers and therapy networks where indicated and required

·Coordinating and overseeing the therapy team¿s provision of support and input within relevant curriculum teams

·Coordinating and overseeing therapy input within professional learning communities when requested.

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Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

Child Safe Standards

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:

DE Values

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:

Other Information

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

Conditions of Employment

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

Location Profile

Visibility Internal and External

Jacana School for Autism currently caters for 224 students and is located off the Western Ring Road close to public transport, Broadmeadows Shopping Centre, Broadmeadows Leisure Centre and the Hume Global Learning Centre/Library. The school commenced operation in January 2013 as a specialist school that exclusively addresses the educational and social needs of students with an autism spectrum disorder. Many students also present with a range of associated disabilities and conditions. Students are aged between 5 and 18 years and travel to the school from a wide geographical area.

The site has a range of well-maintained, secure and engaging playgrounds. Students also access local parks, playgrounds and indoor play centres under staff supervision. Facilities include a multipurpose room, occupational therapy rooms, visual arts room, music room and two student kitchens.

The school is divided into 3 sub schools ¿ Primary, Middle and Secondary ¿ each is led and managed by a Leading Teacher. Classes generally comprise of small flexible groups of 8 to 14 students, according to age (stages of schooling), ability and the individual needs of the students. Each class is taught by combination of teachers and teacher aides. Teachers and teacher aides work in partnership for the benefit of the students. Teachers are responsible for the development, delivery and evaluation of all classroom activities and individual student programs while maintaining an autism friendly classroom.

The school employs two Teaching and Learning Coaches who support the effective implementation of ASD practice and Positive Behaviour Support across the school. Specialist programs include Health & Physical Education; The Arts (Visual and Music); The Technologies (Food Technology and Design), and are provided across the school. A therapy team of speech pathologists, occupational therapists and an educational psychologist supports the work of the classroom team. Jacana School for Autism currently has principal class, EFT leading teachers, 41 EFT teacher class staff, 50 EFT education support staff, 4 EFT speech pathologists, EFT occupational therapists and social worker.

Jacana School for Autism has an administration team of which supports the day ¿ to - day running of the school, and a maintenance staff member who ensures that the grounds and buildings are well maintained.

Staff are encouraged to belong to professional network groups. Close relationships have been developed between network schools and nearby mainstream schools into which our students are integrated.

ENROLMENT

Students who attend Jacana School for Autism must meet the Program for Students with Disabilities (PSD) eligibility criteria for autism, as determined by the Department of Education and Early Childhood. Once eligibility has been established and the Department has approved students¿ applications for PSD funding, enrolment may proceed.

The effects of autism vary on each individual student's day-to-day learning, communication and behaviour. The impairment may range from mild to severe. Students may or may not have an intellectual disability which also impacts on their learn

SCHOOL VISION

Jacana School for Autism fosters resilience and lifelong learning, enabling students to be active participants in family and community life.

PURPOSE

The school continually implements highly customised teaching and learning programs to ensure all students access an inclusive curriculum using evidence informed practice in a safe and supportive environment. Students are supported by a committed professional multi-disciplinary team, focused on recognising and developing individual personal and educational potential

PEDAGOGICAL PHILOSOPHY

Jacana School for Autism believes that to succeed in the world, students need to develop the capacity to:

Manage themselves as individuals and in their relations to others. Understand the world in which they live, and act effectively in their wider community

Jacana School for Autism provides:

A curriculum that supports the individual needs of students, using specific teaching strategies that cater to students on the Autism Spectrum. Personalised Learning Plans to cater for specific learning needs and styles, focusing on communication, social /interpersonal skills, personal learning and academic skills. A safe and secure environment that enhances students¿ self-esteem and respects students¿ dignity. School wide implementation of the Positive Behaviour Support program. Regular participation in the wider community.

Jacana School for Autism includes:

Individual and small group instruction. Speech therapy consultation. Occupational therapy consultation. Psychology consultation. Ongoing professional development for staff. Programs that are informed by current research and evidence-based practice.

CURRICULUM

The JSA curriculum:

Reflects current educational reform at an international, national and state level, and is informed by the principles and practices of inclusive education. Supports inclusive education and the rights of every student to participate in, or have access to, the full range of programs and services offered by the education system on the same basis as their non-disabled peers. Provides an inclusive curriculum so teachers can equip all students with the knowledge, skills and behaviours to help them succeed in a world that is increasingly complex, rapidly changing and rich in information and communications technology.
JSA uses a range of standard curriculum options to develop and provide education programs that are meaningful for all students including: Victorian Curriculum F-10 Advance program Senior secondary programs Victorian Certificate of Applied Learning (VCAL), Certificate of Individual Achievement and Vocational Education and Training (VET) in Schools.

Teachers are trained in autism specific pedagogy and work in accordance with the school based ASD specific PoLT document. Both the curriculum and teacher practice are informed by current research and are evidence based.
STUDENT PROGRESS
To assess student progress, JSA uses an integrated approach to assessment across a number of learning areas. In assessing students, teachers will: Collect a variety of evidence through using a range of strategies. Consider alternative or authentic ways in which students can demonstrate achievement based on the goals developed in their PLSP.
The Abilities Based Learning and Education Support (ABLES) program is completed for all students during Semester 1 and Semester 2 of each year. ABLES is used to describe skills and abilities that teachers have observed in everyday school and classroom contexts, and during interactions with other students; moderation is completed to support the accuracy of the assessments.
Termly Student Support Group (SSG) meetings provide an important focus for reporting to parents. Each semester, student reports share student learning progress with parents, identify the areas of strength, and outline areas for improvement in future learning.
PROFESSIONAL LEARNING
Jacana School for Autism provides comprehensive induction and on-going professional learning programs for all members of staff. All teachers participate in a comprehensive program of professional learning and a suite of implementation supports. They attend weekly Professional Learning Communities and Professional Practice sessions. PLC instructional leaders lead teams to collaboratively focus on the core work of improving instruction and student outcomes.
COMMUNITY ENGAGEMENT
Jacana School for Autism offers regular Community Learning Hub (CLH) meetings. At these meetings the community are provided with opportunities to attend presentations by members of staff as well as informally socialise. Parents/carers are encouraged to join the volunteer program as well as to participate in the parent/carer led Fundraising Committee (FRC). The home/school partnership is highly valued by everyone in the JSA community.

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