Marnebek School is a prominent dual-campus specialist school located in Cranbourne, dedicated to providing exceptional educational outcomes for students with intellectual disabilities from Foundation to Year 12. Recently, Marnebek School received a significant investment of $38.34 million from the State Government to modernize and enhance our facilities.This substantial funding has enabled the creation of new purpose-built classroom learning environments on both campuses, alongside state-of-the-art resource spaces. These spaces now house specialized programs in STEM, Food Technology, Physical Education, Art, and Library facilities.Our educational approach is guided by a clear vision and set of values:School Vision: Marnebek School is committed to fostering a stimulating and engaging environment where students can embrace learning and realize their full potential. We prioritize their social, emotional, and physical well-being, empowering them to become active and valued members of their community.School Values: At Marnebek School, we uphold the values of Resilience, Respect, and Responsibility in every facet of our community:Resilience: We hold ourselves and each other accountable within our school community.Respect: We value and celebrate the diversity of others throughout our school community.Responsibility: We operate with honesty, ethics, and transparency across our school community.Our strategic focus centres on enhancing literacy and numeracy skills among our students throughout our comprehensive four-year plan. This initiative stems from our self-evaluation report, which identified areas for improvement under the Framework for Improving Student Outcomes (FISO) in Teaching and Learning.Throughout this strategic plan, we aim to build the capacity of our educators to deliver high-quality teaching tailored to students with diverse disabilities. We set rigorous standards for professional teaching practices, empowering our staff to take ownership of student learning and fostering a collaborative, supportive school culture.Selection CriteriaDemonstrated leadership, expert advice and training of others in clinical areas, particularly more complex cases.Demonstrated support in managing delivery of therapy programs and services across a school/service.Demonstrated capacity to provide feedback and support to others to enhance student outcomes, build effective collaboration and develop therapists' clinical practice.Demonstrated capacity to work collaboratively with therapists, teachers, ES and leadership on school wide priorities.Demonstrated capacity to work effectively within the classroom in collaboration with teaching teams to devise and deliver programs that establish and extend a student's functional communication and social skills in a range of contexts.Demonstrated ability to liaise and work with other specialist staff both internal and external to the school community.RoleSpeech Pathologist Role consists of:Comprehensively assess students' needs from developmental, communication and social skills perspectives.Attend Student Support Group (SSG) meetings and support families/caregivers and teachers to develop individualised Individual Education Plan (IEP) goals that target the student's functional skills.Plan and implement goal focused integrated speech therapy programs for students in collaboration with teachers.Recommend appropriate AAC according to students' needs and educate classroom teams on implementation of student specific communication strategies.Liaise with parents, caregivers and external service providers on the appropriate use of prescribed AAC and communication strategies.Liaise with external health professionals involved with the care of each child as necessary.Create student-centered supporting documentation for Disability Inclusion Profiles and attend Disability Inclusion Profile meetings as required.Work as part of an interdisciplinary team with the occupational therapists, physiotherapists, Mental Health Practitioner, classroom teachers and the leadership team to improve the student's engagement and outcomes.Attend Services meetings and follow up with actions and recommendations from meetings promptly.Prescribe and purchase equipment for the school and ensure that the school equipment is well maintained and safe for use.Conduct oneself in line with all school and departmental policies and procedures, as well as those outlined by the Speech Pathology Board of Australia.ResponsibilitiesTherapists are responsible for:Building capacity of therapy team to improve clinical practice through mentoring, feedback, observations, coaching and clinical and operational support.Modelling exemplary professional learning practice including through seeking feedback from others on their own practice as part of reflective practice principles.Building an effective staff team ensuring common and agreed goals and directions in accordance with the SP and AIP.Promotion and advocacy for BSDS, its students and staff within our broader community.Providing expert advice about the context, processes and strategies that will shape individual and school professional learning.Modelling exemplary use of student and school data to inform decision making and drive improvement practice.Providing evidence-based feedback to staff to inform them of their practice and further enhance their professional development and effectiveness.Implementing and promoting whole school processes, structures and programs as supported by clinically relevant evidence based practice.Providing leadership, training, and development for others in the adaption and application of professional fields.Engage with other mentors and therapy team leader to support and direct the priorities of the therapy team.Other duties as directed by Leadership Team.Who May ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.EEO AND OHS CommitmentApplicants 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 StandardsVictorian 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.Conditions of EmploymentAll 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.Work days: Fulltime Monday- Friday, 38 hours per week (hours of work 8.30am - 4.30pm).Classification and salary range details:ES1-4 Range - from $91,427 to $107,800.Current Working with Children Check is required.
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