Location: Melbourne | Southern Metropolitan Job type: Part time / From 28/01/2025 - 27/01/2026 Organisation: Schools (Government) Salary: Salary not specified Occupation: Health and Allied Health Reference: 1442204 Selection Criteria Experience and sound knowledge of speech pathology techniques, including speaking, listening, language, pragmatics, reading and augmentative communication methods, and the ability to provide specialist advice on appropriate intervention strategies.
Capacity to work as part of a collaborative multidisciplinary professional team and contribute significantly to the achievements of the team.
Ability to design, deliver or broker professional learning for teachers and other relevant professionals, in the area of language and communication.
Ability to deliver a comprehensive speech pathology service to students and families in an educational environment, including speech and language assessment and reporting and the provision of advice on program delivery.
Capacity to apply highly developed assessment, conceptual and analytical skills.
Well-developed communication, networking and interpersonal skills.
Role 22.8 hours/3 days per week to be negotiated with school leadership.
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 2.6.1 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 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.
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.
Location Profile School Profile Athol Road Primary School is located in Springvale South, a culturally diverse low socio-economic suburb in South East Melbourne, approximately 28 kms from the CBD.
The student population of 418 students represents a wide range of culturally and linguistically diverse backgrounds with the highest percentage originating from Vietnamese and Cambodian backgrounds.
Approximately 80% of students are EAL (English as Additional Language) learners.
Each student is celebrated as a unique individual, contributing to the diverse experiences and learning opportunities.
Teachers prioritise the cultivation of rapport and trust, fostering connections not only between themselves and students but also among students and their families.
The school lives its vision of 'creating a vibrant learning community where lives are transformed and individuals inspired to achieve beyond what they ever believed possible'.
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