1. Experience in providing speech and language therapy to children with Autism Spectrum Disorder or developmental delays, particularly in the area of pragmatic language development.
2. Knowledge and experience of the use of a range of Alternative and Augmentative Communication (AAC) systems, encompassing both low-technology and high-technology systems.
3. Demonstrated capacity to work in collaboration with teaching teams to devise programs that extend a student's functional communication and social skills in a range of contexts.
4. Demonstrated ability to work as part of a collaborative multi-disciplinary professional team.
5. Highly developed interpersonal, verbal and written communication skills including demonstrated sensitivity to family issues in special education

[Attendance requirement for this position]

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy.  Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3.  Management of staff to achieve the expected outcomes is a key responsibility.  Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases.  Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years.  Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered.  Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

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.

ACCOUNTABILITY OBJECTIVE:

The incumbent is responsible for providing consultancy Speech Pathology services to an allocated caseload of children who attend Western Autistic School, and for the development of therapy programs to be implemented by teaching staff at Western Autistic School.

CONTACTS:

• Teaching staff (Teachers and Education Support)
• Allied health staff (Occupational Therapists, Speech Pathologists, Social Worker, Welfare)
• Parents and caregivers where appropriate

DUTIES AND RESPONSIBILITIES:

Clinical

• To provide assessment, therapy program implementation, and ongoing evaluation, for an allocated caseload of children attending Western Autistic  School, within the Individual Learning Plan framework.
• To apply sound theoretical knowledge and practical expertise when conducting clinical activities.
• To deliver Speech Pathology consultation within defined organisational parameters, as set by Senior Speech Pathologists in conjunction with Leadership staff.
• To continue to develop a knowledge of Autism Spectrum Disorder and the specific presenting communication difficulties.
• To continue to develop a knowledge of pragmatic language development and its application and implementation to Autism Spectrum Disorders.
• To develop and implement alternative and/or augmentative communication systems for children who are non- or minimally-verbal.
• To provide complex professional reports requiring factual analysis, including assessments and recommendations for consideration by others.

Liaison

• To resource and support staff in their use of appropriate communication strategies as an integral part of their school program.
• To liaise with school staff and families where appropriate, regarding the child's progress to ensure that the individual needs are appropriately met.
• To provide instruction and training to teaching colleagues with respect to specific communication strategies, including explaining professional concepts and approaches to clients, stakeholders, colleagues and staff
• To actively contribute to and participate in professional learning activities conducted by the Speech Pathology department for the benefit of teaching staff.
• To meet and confer regularly with Senior and Co-Therapists.

Organizing / Reporting / Procedures

• To maintain client records including assessment results, program notes assessment and transition reports.
• To provide teaching staff with a copy of program notes after each classroom consultation (which include specific recommendations) and maintain a copy for the Speech Pathology file.
• To participate in meetings with therapy and educational staff as required.
• Other duties as assigned by the Senior Speech Pathologists.

Resourcing / Planning

• To recommend appropriate equipment and resources for student¿s use in the school / home / community environment where appropriate.
• To develop and produce appropriate AAC and language development resources for classroom use, and to ensure that these are also made available to the Speech Pathology department resource collection.

Problem Solving and Professional Development

• To liaise and consult with Senior Speech Pathologists regarding problem solving and feedback regarding development of clinical, administrative and interpersonal skills.
• To engage in peer review, performance appraisals, internal professional development, supervision, and other quality assurance activities.
• To liaise with appropriate professional bodies to enhance development of professional skills

PERFORMANCE APPRAISAL:

Performance reviews will be conducted annually with the Senior Speech Pathologist/s and/or designated Campus leader.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

New 2025 graduates, welcome to apply. 

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 (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

• 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
• Incentive payments will be considered upon employment for successful new applicant pro-rata