Speech Pathologist

Speech Pathologist - Ed Support Level 1-Range 4 Government schools – Melbourne Northern Suburbs VIC Time Fraction is negotiable - part time available. We welcome passionate and imaginative educators into our learning community. We commit to supporting and valuing staff in their professional practice and growth through: Belonging to an inclusive and multicultural community Knowing that together we make a difference Intellectual and practical engagement in our profession Teaching for conceptual understanding. Our communities of practice are responsive to staff and student experiences and are where we work collaboratively to better understand how to best meet student learning needs. Currently these teams focus on: The literacy and numeracy demands of assessments and ensuring we explicitly teach these Building strong relationships with students and families developing a culture of community. As a new member of our community, you will be supported through a structured induction program, with embedded and dedicated time release for mentoring and coaching. Being able to quickly build strong and positive relationships between staff, students, and families, is underpinned by our values of belonging and respect, and is front and centre of our practices through form teacher roles, community events and extra-curricular opportunities. On the lands of the Wurundjeri people, our community is wonderfully diverse with over fifty different language backgrounds being represented through our families and staff. We support and celebrate this diversity with a team of multicultural and integration staff, events, and performances. A significant proportion of our students experience challenges at home and are supported through breakfast and homework clubs, as well as a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Learning is supported through targeted fluency and tutoring programs, with learning partners ensuring Individual Learning Plans are developed and effectively implemented. Staff at our school have many opportunities to expand on their teaching practice through leadership responsibilities and positions that promote individual and professional growth. These opportunities are reflective of our commitment to enhancing our students' personal and educational growth in the following ways: Student voice and agency Applied learning Restorative practices Community leadership Inclusive and differentiated teaching and learning Reflective and evaluative practices Enrichment and engagement programs. 2026 will see Craigieburn Secondary College further embed our organisational design model, where Assistant Principals, Leading teachers and key coordination staff move up with their single cohort, embedding the strong relationships formed in 2025. Knowing our students and building relationships between the school and families are the keystones to ensuring that the learning and wellbeing needs of our students are addressed in a holistic way. College Values: Belonging | Understanding | Respect | Growth Selection Criteria KSC1 Demonstrated ability to deliver high quality, comprehensive speech therapy and communication programs for students who require additional speech therapy support, including the capacity to apply highly developed assessment, conceptual and analytical skills. KSC2 Demonstrated ability to design, deliver and provide advice on intervention programs in a school with implementation supported by teachers, Education Support staff, parents and relevant professionals. KSC3 Highly developed organisational skills with the capacity to provide student support services and work with children and their families including support around Program for Students with Disabilities, students with complex needs and challenging behaviour. KSC4 Demonstrated ability to participate in and contribute to a collaborative team environment, developing supportive professional working relationships as part of a collaborative, multi-disciplinary team and contribute to the achievement of student and school priorities and goals with staff, students, parents and carers, and providing advice and guidance to all involved. Role (Attendance requirement for this position) 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. 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). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au. 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 Qualifications and requirements: Qualification in Speech Pathology and eligibility for membership of Speech Pathology Australia. Knowledge and understanding of paediatric communication development, developmental language disorder and literacy impairment. High level communication and interpersonal skills. Ability to provide consultancy speech pathology services for students, collaborating with staff and external agencies to manage individual student language development needs. Preparedness to communicate progress to parents. Commitment to ongoing professional development Job Responsibilities: Hold a recognised tertiary qualification. Eligibility for registration with the appropriate body or possession of qualifications that are recognised by their professional association will be required Conducting speech and language assessments (e.g. speech, oral language, phonological awareness and pragmatics). Completing assessment reports. Providing speech therapy intervention to individual and groups of students. Consulting with teachers and providing advice about relevant teaching and learning strategies in order to build capacity. Coordination of group interventions and assisting teachers with modified classroom strategies. Supporting the Individual Learning Needs Coordinator and teachers to develop Individual Learning Plans and classroom strategies that meet student needs. Collaborating with allied health professionals in response to the needs of students, their families and schools. Providing professional development for teachers and ES in relation to speech and language. Providing support and advice about the requirements of the Program for Students with Disabilities (PSD) including acting as a DET rep if required. Providing case support and assistance to other speech pathologists and Student Support Services Officers. Maintain appropriate records and adhere to school communication methods. Conduct training and instruction to school colleagues within the professional field Liaise with service providers, welfare agencies and relevant organisations to facilitate student referralHave access to a designated experienced professional, who could provide guidance and support on a regular basis Other duties deemed necessary by the Principal and Executive team. Conditions of Employment This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school. #J-18808-Ljbffr