Speech Pathologist

Suitable experience in the contribution to planning, implementing, and evaluating the outcomes of interventions and/or programs to ensure positive progression in education and life trajectories of students with identified communication support needs. Knowledge and experience in administering standardised assessments relevant to students. Capacity to collaborate and work within a multidisciplinary team delivering a range of speech pathology support services to students. Ability to communicate effectively with families, care givers, staff, and other professionals on service delivery and student‑based issues. Assesses, conceptualises, and analyses student communication issues, academic and social profiles to provide speech pathology services within professional guidelines. Highly developed communication, networking and interpersonal skills to liaise with a range of people in the education community and beyond. Demonstrated understanding and commitment to the structure and programs offered at Wodonga Middle Years College. The speech pathologist provides individual support to evaluate, design, deliver, and monitor communication strategies for students identified as needing support. They work collaboratively within a multi‑disciplinary team to support communication for interacting and exchanging information for a range of purposes across different contexts. The successful applicant will be an experienced speech pathologist who will carry out their duties and responsibilities, relative to the Speech Pathology Scope of Practice in Australia and Code of Ethics, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff. As an education support class position, this role supports the educational services being provided to students but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. For more information on the responsibilities of an Education Support class level 1 range 4 employee, please visit: Victorian Government Schools Agreement 2022 (education.vic.gov.au) Selection Criteria Suitable experience in the contribution to planning, implementing, and evaluating the outcomes of interventions and/or programs to ensure positive progression in education and life trajectories of students with identified communication support needs. Knowledge and experience in administering standardised assessments relevant to students. Capacity to collaborate and work within a multidisciplinary team delivering a range of speech pathology support services to students. Ability to communicate effectively with families, care givers, staff, and other professionals on service delivery and student‑based issues. Assesses, conceptualises, and analyses student communication issues, academic and social profiles to provide speech pathology services within professional guidelines. Highly developed communication, networking and interpersonal skills to liaise with a range of people in the education community and beyond. Demonstrated understanding and commitment to the structure and programs offered at Wodonga Middle Years College. Role The speech pathologist provides individual support to evaluate, design, deliver, and monitor communication strategies for students identified as needing support. They work collaboratively within a multi‑disciplinary team to support communication for interacting and exchanging information for a range of purposes across different contexts. The successful applicant will be an experienced speech pathologist who will carry out their duties and responsibilities, relative to the Speech Pathology Scope of Practice in Australia and Code of Ethics, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff. As an education support class position, this role supports the educational services being provided to students but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Responsibilities Provide speech pathology supports including screening, assessment, program development, intervention monitoring, and review in the areas of communication in line with relevant legislative, professional and ethical requirements. Establish and maintain person centred, family friendly support services to improve student communication and learning. Work with other professionals to advanced speech pathology supports and inclusion interventions that support students and schools. Assist the coordination of speech pathology services within a multi-disciplinary team. Support teachers and key staff in the development of educational programmes, particularly in respect to students with additional needs. Support the provision of professional advice in relation to issues involving student communication. Collaborate within the multidisciplinary team in respect to complex cases. Liaise with community service organisations and external health professionals regarding the support needs for students. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirement of the position. Applicants must hold a bachelor or post graduate degree in speech pathology. Maintain accreditation as a speech pathologist. Is a member or has eligibility for membership with Speech Pathology Australia. Valid Working with Children Check clearance. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). 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 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: Other Information WMYC does not bind itself to make any appointment whatsoever from applications received. Applications must include the following: a covering letter; statements addressing each of the selection criteria; your resume/CV detailing employment history; names and contact numbers of two professional referees (include current employer/supervisor) who can provide comment on the selection criteria. Applications can be lodged on the DET Recruitment Online Website and follow the link to Job Vacancy/Recruitment Online or a email a copy of your application to **@wmyc.vic.edu.au A fulltime Education Support employee (48/52) is entitled to 152 hours (20 days) annual leave and 228 hours (30 days) additional paid leave in respect of each calendar year. Part time employees receive annual leave entitlements on a pro rata basis, calculated according to the time fraction worked each calendar year. Education Support employees are expected to use annual leave entitlements during school vacation periods, unless otherwise approved. Public Holidays that fall during a period of additional paid leave are not regarded as part of that leave. 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 Wodonga Middle Years College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. The clear strategic intention is to maximize opportunities for all students by developing their talents and challenging them to have high aspirations so they achieve their potential and become logical, self aware, collaborative and inquisitive. Importantly, Wodonga Middle Years College seeks to develop skills and competencies so students are well prepared for future study in the next stage of their education. Wodonga Middle Years College caters for 1,000 students in Years 7 to 9 on three campuses. The development of one Middle Years College with two campuses provides the flexibility associated with larger schools while still maintaining opportunities for the development of strong relationships and knowledge of student needs that is enhanced in smaller schools. The College also provides unique opportunities for teachers to develop extensive teaching expertise in this important stage of schooling – the middle years. The College has created opportunities for teachers who wish to accept the exciting challenge of teaching in a uniquely authentic middle school program. The College has high expectations of its students and the staff understand the importance of engaging their learners. Our Mission – To be a student focused learning community from which our graduates will: Be confident, capable and self‑motivated. Be comfortable living in a world of diverse people, cultures, and beliefs. Be able to establish and maintain effective relationships. Be tolerant and act with empathy. Be respectful of self and others. Make meaningful contributions to society – the local and global community. Demonstrates intellectual tenacity and persistence in problem solving. Be skilled analytic, critical, aesthetic and creative thinkers as the situation demands. Respond positively and appropriately to change and challenges. Set high expectations for themselves and act to meet those expectations. Flourish in a digital world and be a skilled user of evolving technologies. Be aware of post school options and successfully access them. In the Middle Years College: Teachers specialise in meeting needs and improving outcomes for middle years students. Teachers generally work in a house across year levels. There are improved leadership options for Year 9 students. The Middle Years campuses have the scope to develop a variety of programs emphasising: Victorian Curriculum AVID (Advancement Via Individual Determination) TLI (Targeted Literacy Intervention) AAP (Academic Advancement Program) Sporting Excellence Civics and Citizenship Excellence in The Arts and Technologies There is a concentrated focus on transition with stronger links and co‑operation with neighbourhood feeder primary schools and the Wodonga Senior Secondary College. Common report writing, timetabling, roll marking and student management software is used at each campus. There are expanded curriculum offerings for middle years including: Strong academic studies in all areas of the Victorian Curriculum including classroom and instrumental music. The two campuses offer language – Indonesian. Middle Years programs are not restricted by timetable constraints of senior campus requirements. Authentic purpose – student outcomes will include the completion or production of tasks relevant to the young people demonstrated through presentations, performance, creation and event management. Celebrate and share the opportunities that exist with the work of the Flying Fruit Fly Circus School. There are strong partnerships with the wider community including tertiary institutions, community agencies, and businesses. Wodonga Middle Years College has three campuses: Felltimber, Huon and the Flying Fruit Fly Circus School. #J-18808-Ljbffr