Speech Therapist - Ongoing

Location: Melbourne | Southern Metropolitan Job type: Full time / From 18/11/2024 Organisation: Schools (Government) Salary: Salary not specified Occupation: Health and Allied Health Reference: 1446234 Location Profile Rosamond School is a day special school. Our mandate is the provision of exemplary individual programs for our students - young people with a clinically diagnosed mild or mild/moderate Intellectual Disability whom live in the Inner West of Melbourne. The eligibility of our students to qualify for our setting is based on a Full-Scale Intelligence Quotient (FSIQ) of 50-70. Many of our students are also diagnosed with Autism Spectrum Disorder (ASD), Down Syndrome and/or Cerebral Palsy. Our vision is for exemplary learning to be delivered by outstanding and dedicated staff inspiring all to be confident, resilient and independent individuals, valuing self and others. Our values are: Honesty; Acceptance; Respect; and Trust. We provide an inclusive, safe and supportive environment for all to reach their full potential at school and beyond. Selection Criteria Please address the following Key Selection Criteria in your application: Experience and sound knowledge of speech pathology techniques and the ability to develop, provide and evaluate speech pathology services and provide specialist advice on appropriate intervention strategies. Demonstrated ability to deliver comprehensive speech pathology services to students and families within an educational environment including speech and language assessment, reporting and the provision of advice on program delivery. Demonstrated capacity to work as part of a collaborative, multidisciplinary professional team and contribute to the achievements of the team. A strong capacity to apply highly developed conceptual and analytical skills in the provision of student support services and work with children, young people and their families. Demonstrated ability to design, deliver or broker professional learning, preferably for teachers and other relevant professionals, in the area of language and communication. A highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people within the educational community and beyond. 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 (e.g. 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 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 To assess the individual speech/communication needs of students as required. To participate in class communication sessions in liaison with the class teacher. To support staff in developing skills to enhance students communication skills both in groups and/or on an individual basis. To support parents in developing skills to enhance their child's communication skills appropriate to their children via group and individual sessions. To develop individual goals and report against these goals at the end of each year. To provide recommendations to guide teachers and ES staff in structuring programs to best facilitate the development of communication skills for students. To provide professional development sessions on communication development, augmentative and alternative communication systems, implementation of communication systems in classrooms and use of resources including software applications. Create and maintain appropriate records for students. Provide oral and written reports as necessary. Continue to seek knowledge of best practice and engage in professional development activities accordingly. Liaise with external agencies and community networks. 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. 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: 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. Please ensure that your application includes: A cover letter addressed to the Panel. A resume including relevant experience as well as personal details (name, address, email and contact numbers). A section addressing the Key Selection Criteria individually. Names and contact details (email preferable) of at least two referees. 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. #J-18808-Ljbffr