Speech Therapist

Location: Melbourne | Southern Metropolitan

Job type: Part time / From 10/02/2025 - 19/12/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Health and Allied Health

Reference: 1460882

Location Profile Quarters Primary School is located at 10 Morningside Boulevard, in Cranbourne West.
It opened on the first day of Term 1, 2023.
The school has space for 715 local students, including approximately 65 places for young people with specialist needs.
The school opened for enrolments for students in Prep to Grade 6.

The school includes:

an administration building with a library, staff offices and amenities as well as specialist teaching areas for science and food technology, 3 learning neighbourhood buildings with general purpose classrooms, and flexible and collaborative teaching spaces, a community hub building with a competition-grade gymnasium, canteen, music and drama space, 2 outdoor hard courts and a sports field. Quarters Primary School is a supported inclusion school.
Supported inclusion schools are mainstream schools designed to support a higher number of students with a disability than typical mainstream schools.

Supported inclusion schools offer additional amenities to support and enhance learning such as:

acoustics and lighting designed for the needs of students with particular disabilities, wider corridors where wheelchairs can pass, fitness rooms for physical education and therapy, enhanced accessible toilets fitted with hoists, smaller multipurpose spaces suitable for consultations, 1:1, or small group learning, additional provisions for student pick-up/drop-off, covered walkways and kitchen facilities for students with special dietary or medication requirements. VISION: Quarters Primary School's vision is to develop curious and resilient life-long learners through positive learning pathways.
We aim to provide an inclusive and safe environment, where high expectations encourage independence, excellence, responsibility and respect for others.

MISSION: Quarters Primary School's mission is to foster a welcoming atmosphere which creates a sense of belonging amongst our students and their families.
Our inclusive environment acknowledges and respects children from diverse family and cultural backgrounds.
We value and celebrate the differing academic and social needs of our students and work to respond, accept and meet these needs.

ACHIEVE The Quarters Primary School learners, families and staff will live by the values under the banner of ACHIEVE

A Acceptance

C Creativity

H High expectations

I Inclusion

E Empathy

At Quarters Primary School, staff are committed to creating learning experiences that engage everyone to explore through their own curiosity and to prepare our students to actively engage in the challenging world around us.
Their teaching and learning will have a high emphasis on wellbeing, literacy, numeracy as well as inquiry.
The environment is required to be orderly, safe and stimulating, celebrating diversity and inclusion.
Staff work collaboratively and learn together to improve practice.
They build relationships with all stakeholders to support connectedness and a sense of belonging.

There is a high expectation of all staff to commit to the positive and inclusive culture of Quarters Primary School where all decisions are learner centred.
Staff are motivated and dedicated to being valued foundational staff members of a new school.
This includes investing time and participating in building connections with community through a variety of events and programs.
Quarters Primary School is seeking positive, enthusiastic, innovative staff to support the dedicated work of a mainstream/SIS school.

Please provide the names and contact details of 3 current referees in your application. Ensure each page of your application is named and KSC responses are kept to 1 page. Please add your name to the application file name when saving to ROL Selection Criteria SC1 Possess relevant recognised qualification in Speech Pathology and relevant clinical experience and knowledge in speech and communication including research based interventions.

SC2 Demonstrated understanding and commitment to the development and implementation of dynamic speech pathology programs for students, utilising data to make informed decisions.

SC3 Demonstrated ability to design and deliver professional learning for teachers and Education Support staff in the area of language and communication.

SC4 Demonstrated capacity to lead and deliver individual and small group speech therapy and communication programs to students who require additional support within a group setting.

SC5 Demonstrated ability to participate in and contribute to a collaborative working environment in a transdisciplinary team and develop supportive professional working relationships with staff and students.

SC6 Demonstrated experience and capability to plan, implement and support adjustments for students identified for the Disability Inclusion Model, including developing support plans for Disability Inclusion profile meetings.

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 Regularly consult with teachers and parents in relation to the progress of students. Provide written and verbal assessment and recommendations to teachers and parents where appropriate. Work in consultation with teaching teams to develop relevant evidence based goals for students to inform IEPs and other support plans. Provide professional development to staff of the school and the external community as requested/appropriate. Meet regularly with the team and other school staff in structured meetings regarding ongoing development and strategic planning of service provision of students, staff, parents and community agencies. Keep accurate and relevant file notes for individual students and perform administrative duties. Understanding of the Disability Inclusion Model and the roles and responsibilities associated with supporting and implementing such programs in a primary school setting. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Must have an approved qualification in Speech Therapy. Must have a current Employee Working with Children Check. 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.
It is our policy to provide reasonable adjustments for persons with a disability.

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******

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.

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.

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.
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