Speech Therapy Assistant

4 weeks ago

Melbourne, United States Schools (Government) Full time

Role

At Northern School for Autism, the Therapy Assistant:

Works under supervision and in association with the Speech Pathology and Occupational Therapy team Works collaboratively and under the direction of speech pathologists and occupational therapists Runs intervention sessions (individual or group) under guidance of Speech Pathology or Occupational Therapy team Creates and manages resources for Speech Pathology or Occupational Therapy teams Completes administration tasks as directed by Speech Pathology and Occupational Therapy teams

Responsibilities

Discipline specific assistant responsibilities:

Implement speech pathology intervention programs under the guidance of Speech Pathology professionals Administer informal assessments under guidance of allied health professionals Update and follow work plan as discussed with therapy team leader Communication with allied health professionals regarding student progress, sessions, intervention strategies and feedback Create and update resources for Therapy teams Assist with the supervision of students, in playgrounds, at the bus bay, in sporting activities, therapy activities, etc. if required. Create and manage visual schedule resources for classrooms and Speech Pathology teams

Administrative responsibilities:

Filing notes and other documents in paper or electronic file General tidy up of therapy room, sensory room, filling cabinets and shelves Reorganising student files Respond to phone calls and pass on any messages to appropriate person Support staff in collecting students from buses Charge and maintain equipment, replace batteries, update vocabulary, create visuals Setup/pack up equipment for programs

Professional Conduct:

Attend team meetings as necessary Participate in your performance reviews Work within the policies and procedures of Northern School for Autism Adhere to privacy legislation Demonstrate strong commitment to ongoing professional development Communicate directly to the therapy team leader. Reports issues, discuss complex cases and queries with the therapy team leader. Promote a safe and supportive school environment by following safe work practices and OH&S requirements.

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

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

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

MULTI-CAMPUS SCHOOL - VACANCY IS NON SPECIFIC TO A CAMPUS

NSA School Vision

“Learning for Life”

Northern School for Autism strives to be a centre of excellence. Students are supported towards developing their personal and educational potential, so as to be valued contributors to family and community life.

School Values: Trust, Understanding, Safety

School Overview

Northern School for Autism is a Victorian State Government specialist school that exclusively addresses the educational needs of students with autism ranging in age from 5 to 18 years. The school was established in 2006 and currently operates across two campuses located in Reservoir and Lalor. Reservoir is an Early and Middle Years campus; Lalor is a Later Years campus. The school also coordinates a satellite program at Norris Bank Primary School. Class-groups generally comprise of six to ten students of similar chronological age. Teachers, teacher aides and therapists (speech pathologists and occupational therapists) work in teams of two or three in each classroom, supported by specialist teachers (PE, Art and Music) as well as a team of leading teachers.

School Structure

The school is divided into sub-schools according to the stages of schooling (ages approximate):

• Early Years ~ 5 – 8 years.

• Middle Years ~ 9 – 14 years.

• Later Years ~ 15 – 18 years.

Pedagogical Philosophy

The community of Northern School for Autism believes that to succeed in the world, students need to develop the capacity to:

• Manage themselves as individuals in relation to others.

• Understand the world in which they live.

• Act effectively in that world.

Teaching and Learning

Northern School for Autism implements a teaching approach that builds on individual student’s strengths and skills. The educational programs accommodate the particular impairments associated with autism; teaching and learning programs centre upon developing students’ interpersonal/personal skills, communication skills and executive functioning. Emphasis is placed on promoting social skills, assisting students develop their imagination and play skills, as well as supporting students learn to manage and self-regulate their emotions and behaviour. Programs are designed to accommodate individual student’s needs and interests. Teachers are trained in autism specific pedagogy (structured teaching) and work in accordance with the autism specific Northern School for Autism, Teaching and Learning Protocols. Staff members deliver programs in a consistent, autism ‘friendly’ manner across the whole school. All students are encouraged and supported to become independent, life-long learners. NSA is proud to implement a School-wide Positive Behaviour Support approach.

Individual Learning Plans and Student Support Group Meetings

NSA has developed an autism specific curriculum which incorporates AusVELS and (in the Later Years) an Applied Learning Program. Each student’s current level of performance is identified and programs are implemented to address their individual learning needs. Termly Individual Learning Plans are developed for each student through discussion with parents/carers, teachers, education support staff and other professionals at Student Support Group (SSG) meetings. Individual progress is formally recorded and reported upon at termly SSG meetings and in written reports to parents/carers. Teachers use a variety of formal and informal measures to ensure students are meeting their individual educational goals. Individual student progress, as well as student progress across the whole school is assessed formally via the on-line Abilities Based Learning Education Support (ABLES) program.

Prospective employees seeking a position at NSA must be prepared to commit to a school with high expectations of the workforce. The work is demanding due to the complex needs of the learners. Applicants must be willing to:

• Work in multi-disciplinary teams,

• Deliver programs within the school’s instructional model,

• Be reflective practitioners and be able to receive and act on feedback,

• Be physically fit and mentally alert,

• Work at either campus and/or with all age groups/cohort of students.

Applicants without experience must be willing to take a high level of direction in order to develop the skills and knowledge required, as well as participate in comprehensive induction and PD programs.

Please note: only teachers with a special education qualifications are eligible for appointment to an on-going position (as per Department policy). Applicants without a special education qualification will be offered a fixed term contract.

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