Please address the Key Selection Criteria in no more than 7 pages.

KSC 1. Demonstrated ability and/or clinical understanding of working with school aged children with disabilities.

KSC 2. Proven ability to build rapport with a wide range of people.

KSC 3. Ability to work effectively in a inter-disciplinary team and independently to ensure best student outcomes.

KSC 4. Ability to contribute ideas and demonstrate initiative and flexibility.

KSC 5. Ability to show resilience under challenging situations.

KSC 6. Ability to manage, prioritise and meet multiple deadlines.

KSC 7. Demonstrated excellent verbal and written communication skills.

Desirable Criteria

1. Knowledge, understanding and implementation of various augmentative and alternative communication (AAC) systems.

Role description

• To work within Yarrabah’s service delivery framework, in a mostly collaborative role in the classroom setting alongside teachers and education support staff to develop and implement speech therapy programs including language, social skills, literacy and augmentative and alternative communication. 
• To assess the individual speech/language/communication needs of students across the school and if required, implement the use of alternative augmentation communication (AAC) systems, including but not limited to keyword signs, PECS, speech generating devices, communication book, PODD books.
• Attend Student Support Group (SSG) meetings as required to develop individual goals in collaboration with teachers and families. Review students’ progress and communicate with staff and families to ensure the needs of the student are being met.
• Demonstrate an ability to communicate and work effectively as an individual and within an interdisciplinary team setting including therapists, teachers and education support staff.
• Develop resources for classrooms, class sessions, teachers, students, home environments and other educational establishments that service Yarrabah students.
• To attend professional development to keep abreast of new concepts, strategies and communication devices and extend knowledge and skills to ensure best practice is provided to all students.
• Assess and monitor students’ feeding and swallowing skills. Develop and implement mealtime profiles within the classroom, and make appropriate referrals for second opinions for complex feeding and swallowing cases.
• Use a range of technology to assist students to access/participate within the curriculum (e.g. Speech Generating Devices).

Therapy

Yarrabah has a therapy team including Speech Pathologists, Occupational Therapists and Physiotherapists. Therapists are actively involved across the whole school in therapy intervention and in achieving the outcomes of the schools strategic and annual implementation plans.

Yarrabah’s service delivery framework strives for the greatest outcomes for students and support the students to access the curriculum and achieve their academic goals. Most therapy intervention is provided under a collaborative model, where close relationships are formed with all staff which allows the sharing of knowledge and training of techniques to be provided on a daily basis. It ensures that everybody working with a student is using the same techniques to achieve the goals set. It takes into account everything that happens around a student and recognises the varied contact of adults across their day.

Additionally, therapists may be required to consult with teachers, external therapists and other stakeholders involved in the management of the student.

Therapy purpose statement

We aim to foster independent living skills and access to the curriculum for students to achieve best outcomes. We will share our knowledge and skills to empower and support staff and families to work with the child and prepare them for life beyond their school career.

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

• 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.

Yarrabah School is a special developmental school for children with moderate to severe disabilities. Yarrabah is located in the bayside suburb of Aspendale. Yarrabah School caters for students from 2:8 to 18 years of age. Yarrabah School believes that all students can learn and experience success. A comprehensive and integrated curriculum is offered with the flexibility to meet the needs of each student.

School Purpose

To maximise student potential by providing an individualised and safe learning environment that promotes active learning, encouraged adventure, independence and self-esteem.

To provide all students access to curriculum and therapeutic support in preparation for life as a valued member of the community.

Our values

These are behaviours we expect to be displayed for each of our school values by staff, parents and students. Our school should be a place where all members of the community have the right to feel safe, valued and secure. Our school values are tolerance, respect, integrity and care & support.

As a result of our schools values, our staff are motivated, dedicated and constantly involved in developing their own professional knowledge and skills. They are extremely caring towards the students and there is a very close working relationship between staff, students and parents. This promotes stability and harmony within the school and consequently the students are well behaved and co-operative.

Our programs focus on promoting:

• Self Esteem
• Communication
• Behaviour management
• Physical development
• Computer technology
• Social skills
• Independent living skills