Speech Pathologist

2 weeks ago

Melbourne, United States Schools (Government) Full time

Role

[Attendance requirement for this position]

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations. 

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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

Manage the delivery of support services to students, teachers, parents and other school clients. Ensure all external providers deliver the required service.

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

Qualifications and requirements:

Qualification in Speech Pathology and eligibility for membership of Speech Pathology Australia. Knowledge and understanding of paediatric communication development, developmental language disorder and literacy impairment. High level communication and interpersonal skills. Ability to provide consultancy speech pathology services for students, collaborating with staff and external agencies to manage individual student language development needs. Preparedness to communicate progress to parents. Commitment to ongoing professional development

Job Responsibilities:

Hold a recognised tertiary qualification. Eligibility for registration with the appropriate body or possession of qualifications that are recognised by their professional association will be required Conducting speech and language assessments ( speech, oral language, phonological awareness and pragmatics). Completing assessment reports. Providing speech therapy intervention to individual and groups of students. Consulting with teachers and providing advice about relevant teaching and learning strategies in order to build capacity. Coordination of group interventions and assisting teachers with modified classroom strategies. Supporting the Individual Learning Needs Coordinator and teachers to develop Individual Learning Plans and classroom strategies that meet student needs. Collaborating with allied health professionals in response to the needs of students, their families and schools. Providing professional development for teachers and ES in relation to speech and language. Providing support and advice about the requirements of the Program for Students with Disabilities (PSD) including acting as a DET rep if required. Providing case support and assistance to other speech pathologists and Student Support Services Officers. Maintain appropriate records and adhere to school communication methods. Conduct training and instruction to school colleagues within the professional field Liaise with service providers, welfare agencies and relevant organisations to facilitate student referral Have access to a designated experienced professional, who could provide guidance and support on a regular basis Other duties deemed necessary by the Principal and Executive team.

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

Location Profile

Time Fraction is negotiable - part time available. 

Start date negotiable. 

We welcome passionate and imaginative educators into our learning community. We commit to supporting and valuing staff in their professional practice and growth through: 

• Belonging to an inclusive and multicultural community

• Knowing that together we make a difference

• Intellectual and practical engagement in our profession.

Our communities of practice are responsive to staff and student experiences and are where we work collaboratively to better understand how to best meet student learning needs. Currently these teams focus on:

• The literacy and numeracy demands of assessments and ensuring we explicitly teach these

• Building strong relationships with students and families developing a culture of community.

As a new member of our community, you will be supported through a structured induction program, with embedded and dedicated time release for mentoring and coaching. Being able to quickly build strong and positive relationships between staff, students, and families, is underpinned by our values of community and respect, and is front and centre of our practices through form teacher roles, community events and extra-curricular opportunities.

On the lands of the Wurundjeri people, our community is wonderfully diverse with over fifty different language backgrounds being represented through our families and staff. We support and celebrate this diversity with a team of multicultural and integration aides, events, and performances. A significant proportion of our students experience challenges at home and are supported through breakfast and homework clubs, as well as a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Learning is supported through targeted fluency and tutoring programs, with learning partners ensuring Individual Learning Plans are developed and effectively implemented.

Staff at our school have many opportunities to expand on their teaching practice through leadership responsibilities and positions that promote individual and professional growth. These opportunities are reflective of our commitment to enhancing our students' personal and educational growth in the following ways:

• Student voice and agency

• Applied learning

• Restorative practices

• Community leadership

• Inclusive and differentiated teaching and learning

• Reflective and evaluative practices

• Enrichment and engagement programs.

2023 will see Craigieburn Secondary College begin to implement an organisational design model that will facilitate our vision of building a robust and student-centred learning community. Knowing our students and building relationships between the school and families are the keystones to ensuring that the learning and wellbeing needs of our students are addressed in a holistic way.

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