Speech Therapist (Ed Support Level 1-Range 4)

Speech Therapist (Ed Support Level 1-Range 4) Job posted: 22/04/2024
SC1 Possess a recognised qualification in speech pathology.
SC2 The ability to work as a member of an interdisciplinary team.
SC3 Provide evidence of experience in facilitating individual learning within a group setting.
SC4 Demonstrate effective interpersonal and communication skills.
SC5 Demonstrate an understanding and commitment to the development and implementation of dynamic speech pathology programs for students who have a mild intellectual disability.
Role 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 The speech pathologist is required to:
Work directly with students and staff Complete formal communication assessments for students Collaborate with teachers to devise and assign communication goals for students Collaborate with teachers to write strategies for teaching communication goals Record student progress notes and document evidence of student performance Provide information sessions to parents Contribute constructively to school policy and curriculum documentation Assist in the development, purchasing and maintenance of resources and equipment Work positively with team members, school staff, students and families Liaise professionally with external agencies and community network Demonstrate satisfactory work performance through the annual performance review process Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment 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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: ******
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values The Department's employees commit to upholding DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET'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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx Location ProfileNelson Park School are open to negotiate the time fraction NELSON PARK SCHOOL Nelson Park is a dynamic specialist setting which embraces educational excellence and promotes quality partnerships with home and community. Nelson Park, established in 1967, caters for students between the ages of 5 - 18 years in the Geelong region with mild intellectual disabilities. Current enrolment at the school is around 360, with a small number of students on part-time placement. There are currently 100 staff including Principal Class Officers, Leading Teachers, Classroom Teachers, Specialist Teachers, Education Support Staff, Wellbeing Officers, administration and therapist staff. The main campus is situated in Bell Park, with a second campus located in Corio.
`Life-long Learners¿ reflects the school¿s commitment to optimising the independence of each student. Nelson Park School is dedicated to the development of each student¿s intellectual, social and emotional growth. Our primary focus is to enable students to discover their strengths and develop the confidence and skills needed to fulfil their educational and personal potential, both now and into the future.
This means engaging families and the wider community as learning partners in the provision of a diverse, evolving curriculum that inspires passion, supports personal growth and equips students with essential life skills. We empower students to become confident and adaptable life-long learners who are ready to build positive, purposeful futures. The care values of co-operation, learning and effort, respect and community underpin all of the school¿s work. 
Members of the school community have also developed a set of School Rules for both students and staff which reflect school values. These rules promote a safe and secure learning environment for all.
Nelson Park enhances the wellbeing of its students through the implementation of School Wide Positive Behaviour Supports (SWPBS) and the Berry Street Model of Education ¿ trauma informed practices.
Students are supported within a multi-disciplinary framework that includes parents, caregivers, special trained teachers and assistants, a therapy team, student well-being officers and Disability Agencies. The school also actively promotes and builds quality partnerships with members of the wider community. 
Staff at the school have developed a Guaranteed and Viable Curriculum which provides appropriate, challenging and engaging learning opportunities within a safe and supportive environment. It develops in each student the essential skills and knowledge for life and prepares them to function as responsible, productive citizens. 
Individual Learning Plans which reflect the Victorian Curriculum and Individual Student Goals are developed each year for all student at Student Support Group Meetings. These meetings are held termly with families to establish, monitor and review achievement against individual goals. The school¿s reporting system, Accelerus directly reflects individual student goals.
The school has recently introduced a Whole School Instructional Model for Learning ¿ the Gradual Release Model which allows students to learn through the highly structured approach of ¿I do, We do, You do¿ allowing them to develop independence and confidence. Teachers plan curriculum and assess learning collaboratively within Professional Learning Communities to ensure quality curriculum is delivered. A supportive culture of coaching is developing across the school.
The `Starting Right' Program is implemented for the first two weeks at the beginning of each school year. This program is used to establish the culture and environment in each classroom and develop relationships between all class members. Aspects of `Starting Right' are revisited at the beginning of each new term and an `Ending Right¿ program is implemented at the end of each year to enhance transition for students within and into the school.
The school has four buses that enable transport within the community for life skill development programs.
Nelson Park provides attractive and safe buildings, grounds and equipment that stimulate and enhance a positive working atmosphere for students and staff.
Nelson Park School is committed to safety and wellbeing of all children and young people. This will be the primary focus of our care and decision making.
Nelson Park School has zero tolerance for child abuse.
Nelson Park School is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.
Every person involved in Nelson Park School has a responsibility to understand the important and specific role that they play individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make. 
Prep to 10 Curriculum Nelson Park implements the Victorian Curriculum which is differentiated to cater for individual students learning styles and needs. The curriculum ensures that all students can achieve positive learning outcomes, build on prior knowledge and skills, and experience success. The curriculum also encourages students to experiment with and explore a wide range of materials, participate in practical activities that teach and reinforce concepts as well as reinforce concepts that can be transferred beyond the classroom.
The Early Years Literacy Program focuses on developing reading, writing and speaking and listening skills through shared and guided reading activities, the use of learning centre activities, handwriting and motor skills and phonemic awareness.
Specialist teaching programs are offered to students in Visual Arts, Design Technology, ICT, Health and Physical Education, Outdoor Education, Performing Arts (music, dance & drama) and Food Technology. Further programming includes Health and Human Relations, Library, Environmental Education, Swimming, Student Representative Council, Speech Therapy, Transition programs, Work Experience, Work Crews and Self Esteem and Enrichment programs.
SENIOR SECONDARY In Year 10, students complete A Job Well Done in preparation to participate in Work Experience and opportunities to engage in the community. Work experience is offered as a weekly placement over 2 ¿ years of senior secondary learning to develop and build skills for students to participate in the work force.
All students participate in the Personal Interdependence Programs (PIPs) over the three years of Year 10-12. This program is aimed at exposing students to employment and pathways options in their community through volunteering and industry exposure, STEM and STEAM opportunities whilst building their resilience and independent living skills.
Victorian Pathways Certificate (VPC) Nelson Park School¿s senior secondary students follow the Victorian Pathways Certificate (VPC). The VPC has been developed by the Victorian Education Department specifically to enable students with disabilities to engage with a fully supported and tailored program to allow them a range of options to work towards their post school pathways. As an applied learning certificate, the VPC teaches skills and knowledge in the context of `real life¿ experiences. Students apply what they have learnt by doing, experiencing and relating acquired skills to the real-world. It enables flexible, personalised learning where teachers work with students to recognise their personal strengths, interest, goals, and experiences.
Nelson Park School and Northern Bay College work in partnership to operate the Geelong Industry Trade Training Centre to the supports the vocational education development of our students. Students in Year 11 and 12 participate in VET `taster¿ courses in Hospitality, Automotive and Building and Construction. The school also works in conjunction with a number of external providers to offer our Year 11 and 12 students the opportunity to participate in a School Based Traineeships in Horticulture, Food Processing and Warehousing.
1336 jobs are currently listed for Schools (Government)
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