1. Demonstrated understanding and interest of the role of the Speech Pathologist in a school for students with significant and multiple disabilities and complex health needs.
2. Demonstrated experience and interest in working with students with complex/severe swallowing and communication needs.
3. Demonstrated experience and interest in supporting the use of Augmentative and Alternative AAC.
4. Highly developed interpersonal skills and demonstrated understanding and passion for working in a large transdisciplinary team and collaborating with a variety of healthcare and education professionals i.e., occupational therapists, physiotherapists, nurses, teachers, administration staff and education support staff.
5. Demonstrated a high level of communication and ability to maintain positive professional relationships with a large range of stakeholders.
6. Demonstrated ability to maintain appropriate documentation including therapy plans, profiles, reports, recording keeping, and assessment and progress notes.

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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

• Collaborate within different teams of varying professionals to support student learning and access to curriculum
• Work with teachers and other therapists to assess, plan and implement programs and individual student goals
• Plan and deliver professional development and training for staff, families, and others as required by Glenroy Specialist School
• Develop the communication skills and systems for each student and train staff in the use of these
• Develop mealtime profiles for each student and train staff accordingly
• Adherence to Glenroy Specialist School’s policies, procedures, and initiatives
• In situ modelling, coaching, and training for the classroom teams
• Prescribe, develop, monitor, review and maintain communication systems and equipment
• Participate in school professional development
• Attend meetings as required by Glenroy Specialist School
• Collaborating with other therapists to develop and support student mealtime programs
• Provide individual and general advice to families
• Liaise with other professionals and external agencies as required
• Support funding applications
• Provide detailed student reports as required
• In line with school assessment timelines, prepare and review twice yearly an annual therapy plan, including assessments for each student to be included as part of their IEP and assessment processes

It is preferable that applicants have recent experience working with children with disabilities.

Applicants must hold a Speech Pathology qualification at or above degree level.

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

Contact details, including email and business hours phone numbers, got 3 professional referees who can support the application.

• 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

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

Glenroy Special School provides a stimulating, caring and safe learning environment for students with physical disabilities/health impairments. We provide for students who are aged from 5 to 18 years and currently have an enrolment of 147.
The school environment is designed with an extensive hoist system, internal & external play areas, hydrotherapy & nursing facilities, and a transport hub for the fleet of buses that transport the students to and from school.

Many students have multiple disabilities with visual impairment, hearing impairment and epilepsy in addition to their physical disability. We also have students with high-support health care needs. Three nurses manage the general wellbeing and health support. Glenroy Special School staff work together to provide students with a comprehensive program within an integrated curriculum. Therapy is conducted within the classroom by the whole team.
The school is divided into three sub-schools each with a sub-school leader. Sub-schools are age based with individual classes formed to cater for student academic and social abilities. Our senior school offers Transition programs. School specialist teaching rooms include art, library, music/music therapy, physiotherapy and OT spaces, sensory rooms, and a hydrotherapy pool. All staff support students in education, therapy & recreation programs. All staff participate in personal care programs and are involved in manual handling.