Speech Therapist
1 month ago
Role
The school currently has a part time speech pathologist and this position will extend the support provided to students.The current position is for 2 days per week ( hours) but days and times are negotiable. An education support class employee accrues 50 days paid leave each year which is taken during the school holidays.
The Speech Pathologist at Waratah SDS works collaboratively with teachers, assistants, therapists, and families to develop student¿s understanding and use of language and communication; and to support their mealtime safety. At Waratah SDS, a multi-modal approach to communication is used and student¿s communication is supported through both speech and the use of low-tech and high-tech Augmentative and Alternative Communication (AAC) Systems. The Speech Pathologist provides assessment of receptive, expressive, and pragmatic communication skills and interventions are focussed on collaboration and consultation with teaching staff to enhance student¿s communication and social skills across the day.
This position specifically relates to facilitating the communicative capabilities of our secondary school aged students to facilitate improved mental health and wellbeing outcomes for this cohort. Examples of this may include developing the expressive capabilities of students who have a degenerative condition, or developing the vocabulary of students who have been identified as having welfare or wellbeing issues, or working with the team to understanding the communicative intent of students who exhibit behaviours of concern.
Education support class level 1 range 4
The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.
As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause of the Education and Training Reform Act 2006 (Vic).
For more information on the responsibilities of an Education Support class level 1 range 4 employee, please visit the Victorian Government Schools Agreement 2022:
This position is for a speech pathologist with expertise in using AAC systems with students with significant cognitive and communication impairments.
Responsibilities
Assessment
To assess the communication needs of secondary aged students
To do the above as a member of a trans-disciplinary team, including parents, teachers, aides, and other therapists.
To attend and participate in review meetings as part of each student¿s team.
Program Planning and Implementation
To develop programs and resources to support student¿s communication and educational development.
To implement programs with individuals or groups of students where relevant and/or provide and demonstrate these programs to staff and families.
Consultation
Offer consultation to all members of staff around student communication.
To liaise with staff from external agencies who may be involved with the family and child and whose input is necessary in order to provide and maintain a high quality of service.
To be available during working hours to discuss issues of concern with parents, directly or by telephone.
To assist with applications for access to services or equipment from community resources.
Equipment and Aids
To assess and monitor the need for aids and equipment of individual children.
To arrange loan and/or purchase of aids and equipment as appropriate.
To manage relevant areas of the school budget.
Reporting
To regularly evaluate and document the progress of students as required by school guidelines.
To provide reports for funding applications and progress reports for students as required.
Professional Development
To remain up to date with the latest information pertinent to speech pathology delivery and positive behaviour support in an educational and SDS setting.
To provide Professional Development activities for school staff.
To provide information and training activities to the parents and broader community.
To participate in Professional Development activities provided at a school based level where appropriate.
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
Hours of duty for this position is am to pm two days per week during school terms.
References other than those listed in your application may be contacted.
For further information about this position contact Bronwyn Welch, Principal, or Annabelle Scotney, Speech Therapist.
Program Benefits
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
Location Profile
Waratah SDS provides educational programs for approximately 70-75 students with moderate to severe intellectual disabilities. Many students also have an ASD diagnosis, physical or sensory impairments or complex medical needs. The school community encompasses a wide range of socioeconomic and ethnic backgrounds. Almost 60% students come from non-English speaking backgrounds and our Student Family Occupation index is Interpreters are used frequently to assist communication with families.
One of the goals in our strategic plan is to form effective partnerships between home and school to improve student independence. The school uses an app to communicate with families and employs a welfare officer two days per week to provide support to families, facilitate home school communication and assist families to access other services. Additional funding for a Cultural worker is also assisting us to build connections with our Somali families. Support is also provided to parents in the form of morning teas, parent support groups, information sessions and family social activities
Waratah SDS is located in Banksia St, Bellfield in purpose-built facilities which includes twelve classrooms; specialist areas for art, physical education, home crafts and therapy work spaces. The school has large grounds and the external learning areas include two in-ground trampolines, play equipment, swings, sensory areas, outdoor gym, cubby house and a kitchen garden. A master plan for the external environment has been created and these spaces will continue to be developed as funding becomes available. A partnership with Farm Raiser has resulted in a fully operational market garden being established at the rear of the school providing opportunities for developing work skills for our senior students.
The school is undergoing major building works to create a new community space and classrooms for the Senior Transition students.
The school also runs a Satellite Unit at Brunswick South West Primary School. We have two classrooms and play area which have been refurbished to meet the students¿ needs. The partnership with Brunswick SWPS is very supportive and provides many opportunities for inclusion.
The school is organised into three sections at the main site ¿ Early Years (5-9 year olds), Middle Years (10-15 year olds) and Senior Transition (15-18 year olds). Within each section class groupings reflect the needs of the students. Therapists mainly work in classrooms alongside teachers providing consultation and professional development for staff. All classes are timetabled for specialist classes in food technology, art, physical education and technology. A garden educator is two days per week to work with Middle Years and Senior students.
The school aims to create a motivating and supportive environment that nurtures potential to learn and grow, experience success and enrich the community. We believe that the best educational outcomes are achieved through a strong school and home partnership. Our school provides a safe and secure learning environment in which challenging, stimulating and structured programs ensure that all students achieve success. We aim for all students to become as independent as possible and to achieve their best by participating in a broad range of activities within both the school and community settings. We recognize and value the individuality of our students.
All students at Waratah SDS have an Individual Learning Program (ILP) which is developed at the with teachers, parents/caregivers, therapists and other relevant professionals contributing. The ILP forms the basis for the students¿ programs for the year and reflects individual student¿s abilities and progress towards increased independence. Our Instructional Model emphasises using visual support, structure, repetition and teaching skills in a variety of situations to encourage generalisation.
A functional and integrated approach is taken to student learning with language/communication a key focus. Alongside speech we use a range of alternative and augmentative communication systems which include signing, picture symbols, photographs and voice generating devices. The Picture Exchange Communication System, core vocabulary and PODDS are used extensively throughout the school. Opportunities for communication are incorporated into all aspects of the school day.
The therapy programs are an integral part of the school curriculum and are offered on a needs basis. The therapy team includes a speech pathologist, occupational therapist, and physiotherapist. The therapists work closely with teaching staff and provide valuable input into individual learning plans. They work throughout the school demonstrating and discussing with teaching and support staff how the therapy components can be incorporated into classroom programs.
Developing appropriate behaviour and social skills is also a priority in the school and the School Wide Positive Behaviour Support (SW-PBS) framework provides continuum of behavioural support that considers all students and emphasizes prevention.
Waratah SDS uses technology to engage students and improve learning outcomes. All classrooms have an Interactive Whiteboard, iPad and PCs. We use video modelling to teach students desired behaviours.
The school believes that to improve student outcomes we need to improve teacher practice and we have a strong focus on professional learning. Classroom observations and feedback through Professional Learning Teams (PLTs); mentoring/coaching from leading teachers and therapists; as well as targeted whole school professional learning; are the key strategies adopted.
Waratah SDS takes a zero-tolerance approach to child abuse and is fully committed to ensuring that its strategies, policies, procedures and practices meet all Child Safety Standards as specified in Ministerial Order No. 870 (2015).
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