Speech Therapist

1 month ago

Melbourne, United States Schools (Government) Full time

Role

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 ( therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

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

ACCOUNTABILITY OBJECTIVE:

The incumbent is responsible for providing consultancy Speech Pathology services to an allocated caseload of children who attend Western Autistic School, and for the development of therapy programs to be implemented by teaching staff at Western Autistic School.

CONTACTS:

Teaching staff (Teachers and Education Support) Allied health staff (Occupational Therapists, Speech Pathologists, Social Worker, Welfare) Parents and caregivers where appropriate

DUTIES AND RESPONSIBILITIES:

Clinical

To provide assessment, therapy program implementation, and ongoing evaluation, for an allocated caseload of children attending Western Autistic School, within the Individual Learning Plan framework. To apply sound theoretical knowledge and practical expertise when conducting clinical activities. To deliver Speech Pathology consultation within defined organisational parameters, as set by Senior Speech Pathologists in conjunction with Leadership staff. To continue to develop a knowledge of Autism Spectrum Disorder and the specific presenting communication difficulties. To continue to develop a knowledge of pragmatic language development and its application and implementation to Autism Spectrum Disorders. To develop and implement alternative and/or augmentative communication systems for children who are non- or minimally-verbal. To provide complex professional reports requiring factual analysis, including assessments and recommendations for consideration by others.

Liaison

To resource and support staff in their use of appropriate communication strategies as an integral part of their school program. To liaise with school staff and families where appropriate, regarding the child’s progress to ensure that the individual needs are appropriately met. To provide instruction and training to teaching colleagues with respect to specific communication strategies, including explaining professional concepts and approaches to clients, stakeholders, colleagues and staff To actively contribute to and participate in professional learning activities conducted by the Speech Pathology department for the benefit of teaching staff. To meet and confer regularly with Senior and Co-Therapists.

Organizing / Reporting / Procedures

To maintain client records including assessment results, program notes assessment and transition reports. To provide teaching staff with a copy of program notes after each classroom consultation (which include specific recommendations) and maintain a copy for the Speech Pathology file. To participate in meetings with therapy and educational staff as required. Other duties as assigned by the Senior Speech Pathologists.

Resourcing / Planning

To recommend appropriate equipment and resources for student’s use in the school / home / community environment where appropriate. To develop and produce appropriate AAC and language development resources for classroom use, and to ensure that these are also made available to the Speech Pathology department resource collection.

Problem Solving and Professional Development

To liaise and consult with Senior Speech Pathologists regarding problem solving and feedback regarding development of clinical, administrative and interpersonal skills. To engage in peer review, performance appraisals, internal professional development, supervision, and other quality assurance activities. To liaise with appropriate professional bodies to enhance development of professional skills

PERFORMANCE APPRAISAL:

Performance reviews will be conducted annually with the Senior Speech Pathologist/s and/or designated Campus leader.

Who May Apply

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

EEO AND OHS Commitment

The Department of Education and Training 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.

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 DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at

Other Information

A written response to each of the Selection Criteria is mandatory. Up to three referees who are able to comment on your application in relation to the Selection Criteria. Referees other than those nominated may be contacted by the Panel. This position is based at Western Autistic School - 1 Burnley Street, Laverton

Conditions of Employment

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

For positions in special settings, a person is not eligible for employment unless they meet the on commencement in the position.

Location Profile

Purpose

Western Autistic School provides an intensive teaching program for students with autism, in their early years of schooling. Our philosophy is to place the child at the centre of their learning and work collaboratively with the families of our students, to provide a strengths-based, student-centred education for all students who attend our school. Over 1-4 years our students develop critical foundational skills, that build a sense of self, others and the world around them, alongside working towards the Victorian Curriculum Standards. Throughout their journey the Student Support Group (SSG) develop a clear vision for the pathway of the student into a more integrated setting.

School Values

Our school demonstrates commitment to the following values:

- Diversity

- Respect

- Learning as an ongoing process

- Sharing and growth of knowledge

- Collaboration

School Profile

The Western Autistic School is a large, vibrant and unique school in the western suburbs of Melbourne. We offer an early years program for 300+ young children with Autism Spectrum Disorder in Prep to Grades 3.

Our school caters to students in grades Prep- Grade 3, and synthesises an evidence base drawn from the Victorian Curriculum, Victorian Early Years Developmental Framework and contemporary research from the fields of autism and inclusive education to develop Individual Learning Programs for each student.

Key features of our program include:

The individual child is the focus of our teaching. Each child is provided with an individual learning plan, in consultation between parents and staff. Foundation skills in social communication, emotional intelligence, and language are an emphasis alongside academic skills. Small classes of 8 students – with two teachers and an aide. School-wide support by expert therapists and a psychologist. Individualised transition program for children to move on to their local neighbourhood school. Ongoing outreach supports.

As part of our school’s mission, WAS is actively involved in research and training. It has a registered training provider The Autism Teaching Institute (ATI) which provides post graduate qualifications to educators working with students with ASD.

Further information about WAS and its branches is available at:

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