SC1. A sound knowledge of speech pathology techniques and the ability to develop and provide 1:1 and small group speech advice on appropriate intervention strategies.
SC2. Demonstrated ability to administer appropriate language assessment and provide advice to staff and families on program delivery and follow up.
SC3. Demonstrated excellent communication and interpersonal skills including the ability to communicate effectively with a range of professionals, teachers and parents on service delivery and student-based issues.
SC4. A commitment to professional learning and growth, including the delivery of professional development to others.
SC5. Demonstrated experience and capability to plan, implement and support adjustments for students identified for the Disability Inclusion Model, including developing support plans for Disability Inclusion profile meetings.
- Collaborate with therapy coordinators around delivery of therapeutic supports across the school, under a multi-tiered systems of support model.
- Contribute to therapy team planning and implementation of team and school goals.
- Incorporate school policies, procedures and vision into delivery of therapy supports.
- Together with the allied health team, develop and deliver professional learning to all staff.
- Collaborate and build capacity within classroom teams to implement occupational therapy recommendations and programs in assist students access to the curriculum and promoting participation across the school day, according to students¿ individual needs, developmental level and age appropriateness.
- Engage in assessments, report writing and case meetings to support students Disability Inclusion applications for funding.
- Collaborate with classroom teams to complete appropriate assessment to support the development of IEPs.
- Demonstrate creative, inventive and innovative qualities to engage students, staff and parents on relevant evidence-based interventions to support student¿s language development.
- Qualification in Speech Pathology and eligibility for membership of Speech Pathology Board Australia.
- Effective management of caseload to ensure equity of all students.
- Document student progress and needs; and make recommendations to classroom staff to ensure student growth and continuity of consistent supports.
- Design, develop and implement Speech Therapy services through evidence-based research.
- Assist with facilitation of Student Support Meetings with assigned classrooms.
- Attend and contribute to relevant school meetings and working parties.
- Collaborate with other therapy team members to implement and evaluate intervention strategies, particularly complex cases that may require cross-professional or external agency collaboration.
- Assist with maintaining links with external health professionals, community resources and agencies.
- Maintain appropriate records and provide written and oral reports as required.
- Conduct regular review of student¿s equipment needs and ensure equipment is prescribed in a timely and sustainable manner.
- Liaise with and educate parents, caregivers and staff on student progress and specific intervention strategies and/or equipment.
- Ensure speech therapy equipment and resources are well maintained for safe use.
- Conduct oneself in line with all school and departmental policies and procedures, as well as those outlined by Speech Therapy Board Australia
Speech therapists with a positive attitude for learning and working with teachers to deliver a program to support students¿ readiness to learn and engage.
Experience in a special school is preferred but not essential.
Please ensure that your application includes:
- A section that addresses the key selection criteria.
- A resume including relevant experience as well as personal details (name, email and telephone numbers.)
- Names and contact details (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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 Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
- 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Mount Waverley Primary School has a strong tradition of high expectations and the 2023 NAPLAN results show our students performing in the top five percent of all Victorian schools.
Joining our school ensures you will be part of a progressive school, focussed on embedding best evidence based practice to support our highly engaged students.
Our school has a number of best practice agreements that we expect all staff to embrace. These school wide approaches ensure consistency across classrooms, embody our school motto of `Achieving Success Together' and help us maintain high student outcomes. High on our agenda are the development of student voice and agency (Amplify); working as part of a team (P.L.C. Professional Learning Communities); Readers and Writers Workshops; Conferencing in Literacy and Numeracy, as well as a reflective mindset someone who will reflect on their practice, making changes themselves and taking onboard feedback, showing an ongoing willingness to grow and be a better teacher.
For all further information please see our school website: http://www.mountwaverleyps.vic.edu.au/
Should you have further questions, please contact our school principal Mr Campbell McKay on: Campbell.McKay@education.vic.gov.au
