SC1         Ability to deliver a comprehensive speech pathology service to students in an educational environment, including speech and language assessments, reports that support the Program for Students with Disabilities and individual and group therapy, to support the achievements of individual learning goals.

SC2         Ability to maintain comprehensive records/data on students and manage and monitor targeted group programs.

SC3         Capacity to work within a collaborate interdisciplinary professional team and contribute significantly to the achievements of the team.

SC4         Ability to design and deliver professional learning, preferably for teachers and other relevant professionals, in the area of language and communication.

SC5         Excellent communication, time management, networking and interpersonal skills.

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.

Conduct standardised and screening tests to determine individual language profiles and provide recommendations

• Provide targeted, effective, professional support for students, staff and families
• Prioritise and manage speech pathology caseload and related work demands
• Coordinate and support language and pragmatic group programs
• Communicate effectively with a range of people
• Report and provide advice and recommendations to senior management on relevant matters

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

• 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.

SCHOOL PROFILE

Wedge Park Primary School is situated in West Melton and has a current student population of 945 students. We pride ourselves on being a well-organised and well-managed school that is strategic in its thinking, planning and implementation of curriculum programs.

Literacy and Numeracy are the pillars of the Curriculum program, and these curriculum areas have clear high impact instructional models to support teacher classroom practice.

Our students participate in the following specialist curriculum areas:

• Physical Education
• Art
• Music
• Literature
• Science
• Digital Technology

The school has a straight grade structure comprising of the following workforce composition: 4 Principal Class, 5 Learning Specialists/Teaching and Learning Coaches, 52 Classroom teachers and 26 Education Support (ES) staff. 

Professional Learning Teams have been established at all levels with recent changes strengthening the teaching and learning programs. Staff are further developing in the use of evidence and data to inform planning for student learning. Teachers have raised expectations of student learning and continue to target the students who require additional learning support and extension.

The school implements a School Wide Positive Behaviour Support Framework (PBS) as a means to improve consistency of behaviour management and acknowledgement across the school. Our Social and Emotional Learning (SEL) program is supported by the Resilience, Rights and Respectful Relationships curriculum.

Our vision for Wedge park Primary School is:

Every student matters and every moment counts.

We aim to:
- Ensure high quality teaching through professional learning, feedback, teamwork, collegiate support and communication.
- Respect and develop the unique and individual strengths, talents and needs of every student through fostering a positive growth mindset.
- Develop every students Literacy, Numeracy and 21st century skills to enable students to be successful in a changing world.
- Create a positive environment where everyone is encouraged to grow academically, socially, emotionally, physically and creatively to their full potential whilst demonstrating the core values of the school: Responsible, Respectful, Learners.
- Welcome community involvement through an open, supportive and consultative environment where contributions are valued.