KSC1 Demonstrate evidence and an understanding of the implementation of speech pathology programs which actively involve physically disabled and/or health impaired students.

KSC2 Demonstrate the capacity to work in a transdisciplinary team and collaborate with therapy teams and care givers to develop students’ functional communication and mealtime skills.

KSC3 Demonstrate knowledge of and a commitment to the development of the following  programs:

•          mealtime

•          AAC

KSC4 Demonstrate effective interpersonal and communication skills

KSC5 Demonstrate an awareness of the role of the Speech Pathologist in the development of literacy within a classroom setting.

Therapists are responsible and accountable for the delivery of professional therapy support services at Glenallen School.

This range covers new graduate therapists to therapists who have more experience. Delegation of specific duties by the Head/s of Department should be done according to level of experience and skill.

Specifically, Therapy staff in this position will:

• 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
• Be accountable for the provision of therapy services to students and their families in accordance with clearly defined policies and objectives of the school
• Manage a varied diagnostic caseload and conduct home and community visits as appropriate. A current driver’s licence is preferred
• Liaise with and provide information to parents, staff and students
• Work within transdisciplinary teams to develop and implement individual learning plans and support students to achieve identified learning outcomes
• Identify training needs and development of teachers, other therapists, other ES staff and volunteers within the work area
• Conduct training and instruction to school colleagues within the professional field
• Participate in the Performance and Development Program process to identify the need for, and participate in, specific areas of professional development
• Follow existing school processes, guidelines and established procedures and, where necessary, make modifications and adapt the way the work is organised
• Observe and apply safety procedures within work and teaching areas in accordance with school policy and relevant safety legislation
• Liaise with service providers, welfare agencies and relevant organisations to facilitate student referral
• Have access to a designated experienced professional, who could provide guidance and support on a regular basis
• Represent therapists on various committees

In relation to Administrative Tasks and Interpersonal Skills Therapists will:

• Demonstrate a high level of written and verbal communication skills
• Maintain confidentiality at all times. Be accountable for the maintenance and confidentiality of school records and therapy files
• Prepare reports and individual learning plans
• Liaise with the class team to prepare and document management plans regarding the therapeutic support provided (e.g. proformas)
• Work within transdisciplinary teams to complete the school’s requirements for assessment and reporting
• Provide professional reports requiring in-depth factual analysis, including assessments and recommendations for the consideration by others
• Maintain and update the school’s records system including computerised student and school records.
• Be responsible for personal administrative tasks
• Liaise with the relevant Head of Department regarding support requirements.
• Provide recommendations to Head of Department on spending from the relevant therapy budget
• Liaise with teachers and other school staff about support needs and available resources
• Advise staff and students on aspects of information technology and the use of equipment and aids in the school
• Identify the needs for equipment and aids
• Evaluate and select equipment and materials and make recommendation to Head of Department
• Liaise with colleagues and outside agencies to prescribe suitable equipment for a student’s use, as required
• Adhere to procedures relating to the use and maintenance of equipment and materials
• Manage the use and maintenance of equipment and resources within a work area and ensure that corrective action is taken when required
• Ensure confidentiality is maintained within the school

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

The Department of Education and Training 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.

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

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

Hours of duty for this position is 8.30 am to 4.36 pm  Monday to Friday during school terms

References other than those listed in your application may be contacted.

For further information about this position contact Gill Greenwood on g.greenwood@education.vic.gov.au     or  phone   0413 186 135

• 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

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Glenallen School, located at 7 Allen Street, Glen Waverley, provides individual learning programs for students aged between 4.8 and 18 years, who have a physical disability and/or significant health impairment requiring paramedical support. The school caters for students with a wide range of intellectual abilities. Current students have complex needs and often multiple disabilities.

Transdisciplinary teams including teachers, physiotherapists, occupational therapists and speech pathologists work together to plan, implement and evaluate individual student focused learning programs. Other support staff include a music therapist, nurses, community wellbeing officer, program assistants and disability support workers.

Our aim is to provide for the development of each student intellectually, socially, physically and emotionally. Individual educational and therapeutic programs are designed to promote student achievement as well as maximising independence in functional activities of daily living. Each student is encouraged to be an active participant in their individual learning program.

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.