Speech Pathologist/Language Support Co-ordinator - Negotiable Hours

Government schools; Melbourne; In loco; AUD 85.000 - 110.000; Tempo pieno

Descrizione del lavoro

Hoppers Crossing Secondary College, a Victorian government school, invites applications for a Speech Pathologist/Language Support Co-ordinator with negotiable hours. The role leads a comprehensive speech pathology service across the school, collaborating with staff, families and external agencies to support students with language delays.

The successful candidate will coordinate Language and Literacy Support Programs, provide assessments and reports, and contribute to professional development

Competenze

• Development and delivery of a comprehensive speech pathology service across the school.
• Ability to develop, provide and evaluate speech pathology services and advise on intervention strategies.
• Administer language assessments and provide written reports with recommendations to staff and families.

Mansioni

• Provide high level speech pathology services addressing therapy needs of students.
• Coordinate the College Language and Literacy Support Programs.
• Prepare assessments and ROSIs for funding and reporting.
• Deliver professional development to staff and collaborate with parents and external agencies.
• Maintain comprehensive records and contribute to strategic service delivery.

Conoscenze

Speech pathology

Language assessment

Written reporting

Interpersonal skills

Professional development

Program coordination

Formazione

Speech Pathology qualification

Descrizione del lavoro

Speech Pathologist/Language Support Co-ordinator - Negotiable Hours

• Development and delivery of a comprehensive speech pathology service and a capacity to work across all areas of the school with students who have moderate to severe language delays and concerns.
• A sound knowledge of speech pathology techniques and the ability to develop, provide and evaluate speech pathology services and provide speech advise on appropriate intervention strategies.
• Demonstrated ability to administer appropriate language assessment and provide written reports, adjustments and recommendations to staff and families on program delivery and follow up.
• Demonstrated excellent communication and interpersonal skills including the ability to communicate effectively a range of professionals, teachers and parents and as part of a team.
• A commitment to professional learning and growth, including the delivery of professional development to others.
• Demonstrated ability to coordinate the Language Support Program in the College.

• Development and delivery of a comprehensive speech pathology service and a capacity to work across all areas of the school with students who have moderate to severe language delays and concerns.
• A sound knowledge of speech pathology techniques and the ability to develop, provide and evaluate speech pathology services and provide speech advise on appropriate intervention strategies.
• Demonstrated ability to administer appropriate language assessment and provide written reports, adjustments and recommendations to staff and families on program delivery and follow up.
• Demonstrated excellent communication and interpersonal skills including the ability to communicate effectively a range of professionals, teachers and parents and as part of a team.
• A commitment to professional learning and growth, including the delivery of professional development to others.
• Demonstrated ability to coordinate the Language Support Program in the College.

Will usually be a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school/s.Provides a range of services and/or undertakes the analysis of complex problems that form part of the policy framework.

A school or group of schools would need to have the necessary diversity and complexity to create a role at range 5.Management of a major school or district initiative, project or Department targeted strategy would be an indicator depending on the breadth of management responsibilities.

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.

Selection Criteria

Key Selection Criteria:

• Development and delivery of a comprehensive speech pathology service and a capacity to work across all areas of the school with students who have moderate to severe language delays and concerns.
• A sound knowledge of speech pathology techniques and the ability to develop, provide and evaluate speech pathology services and provide speech advise on appropriate intervention strategies.
• Demonstrated ability to administer appropriate language assessment and provide written reports, adjustments and recommendations to staff and families on program delivery and follow up.
• Demonstrated excellent communication and interpersonal skills including the ability to communicate effectively a range of professionals, teachers and parents and as part of a team.
• A commitment to professional learning and growth, including the delivery of professional development to others.
• Demonstrated ability to coordinate the Language Support Program in the College.

Role

Will usually be a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school/s.Provides a range of services and/or undertakes the analysis of complex problems that form part of the policy framework.

A school or group of schools would need to have the necessary diversity and complexity to create a role at range 5.Management of a major school or district initiative, project or Department targeted strategy would be an indicator depending on the breadth of management responsibilities.

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

Responsibilities

Major Responsibilities:

• A Speech Pathologist provides high level support addressing the therapy needs of individuals and groups of students. The Speech Pathologist works within the Disability Inclusion and Wellbeing Team, led by the Assistant Principal. The successful candidate will be required to demonstrate evidence of an appropriate speech pathologist qualification.
• Qualification in Speech Pathology and eligibility for membership of the Speech Pathology Australia.
• Knowledge and understanding of paediatric and adolescent communication development, language disorders/difficulties and literacy impairment.
• High level communication and interpersonal skills.
• Ability to provide consultancy speech pathology services for students, collaborating with staff, parents, and external agencies to manage individual student language development and needs.
• Preparedness to communicate assessment results to parents and key staff (eg: classroom teachers, SSS, leadership)
• Commitment to undertaking and delivering ongoing professional development.
• 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.
• Coordinate the College Language and Literacy Support Programs in accordance with DET Guidelines.
• Coordinate and support the work of Language Support ES team.
• Manage and further develop the Hoppers Crossing Secondary College Literacy Support Program (including the management of program staff) and Speech Pathology Program.
• Develop Inclusion based programs to support engagement and achievement at the college (eg: social skills groups)
• Conduct formal (eg: CELF) and informal assessments for students who have been referred to the Inclusion Program.
• Provide complex professional reports requiring in depth factual analysis, including assessments and recommendations for consideration of others.
• Provide Record¿s of Specialist Involvement Reports (ROSIs) for DIP funding applications. Attend DIP funding meetings as required.
• Provide operational leadership and strategic planning in respect to professional service delivery.
• Coordinate, participate in, and provide student support, including:
• 1:1 Intervention
• In class support
• One to one or small group periods of instruction when necessary
• Encouraging positive attitudes and expectations
• Strengthening links between school and home
• Provide teacher support, as needed, including :
• Providing information to teachers about students in the Inclusion Program.
• Offering teaching strategies and providing advice to support student engagement and achievement.
• Helping prepare material to support student engagement and achievement
• Classroom observations and feedback sessions.
• Attending and participating in established Student Support Groups / Care Team Meetings as required.
• Conduct training and instruction to school colleagues with your expertise
• Participate in annual performance assessment process.
• Liaise with other personnel services and resources (SWC., Community Services, etc.) as required.
• Maintain comprehensive and accurate records, including:
• Case notes
• Current and accessible records on the student/s
• A network listing of people and organisations who are involved with the student/s.
• Utilise Pearson Clinical to maintain technical assistance for assessments and other services.
• Other duties as assigned by the Inclusion Leader/Assistant Principal.

Who May Apply

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

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines).

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

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.

Child Safe Standards

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

DE Values

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

Other Information

Specific information in relation to this position can be found on the College website under the Employment Tab (www.hopcross.vic.edu.au)

The Selection Panel reserves the right to seek referees other than those nominated on your application.

All applicants need to be aware that with regard to the Child Safety Standards, information may be collected in order to establish their suitability for child‑connected work.

All staff employed by the Department of Education and Training and schools have access to a broad range of employment conditions and working arrangements.

Appointment of successful applicants will be made subject to the satisfaction of pre‑employment conditions.

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 online at the Department's Human Resources website at:-www.education.vic.gov.au

Conditions of Employment

• 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

Location Profile

Hoppers Crossing Secondary College opened in 1984 and is a single campus, co‑educational college with an enrolment of approximately 1,500 students. Situated in an urban growth corridor, approximately 20 minutes west of Melbourne, we welcome students from Years 7 to 12, from Hoppers Crossing and the surrounding district.

The College places great importance on developing innovative and challenging educational programs, through which young people recognise the value of growth through learning. Academic rigour is valued at all stages of learning.

We aim to achieve the extra‑ordinary by providing an education which has a focus on developing our students' academic potential. Our classroom focus is on challenge, engagement and achievement.

A highly committed staff share in the vision and values of the College and are dedicated to supporting students, throughout all stages of learning. The time and effort teachers put into their classes ensures the best educational outcomes which is reflected in our academic results. The College is very proud of its highest ever ATAR score of 98.90. We have excellent growth in study scores above 40 and consistency in the achievement of high ATAR scores. Over 90% of our Year 12 students progress to tertiary education or training institutes or vocational positions.

Our students are guided throughout their chosen pathway of VCE, VCAL or VET studies and are prepared for post‑secondary options, including tertiary entry and further training or employment.

A diverse range of innovative educational programs are offered across Years 7 to 12.

These programs include the Estancia High School Exchange Program, Chinese Overseas Learning Experience, Italian Language Immersion Program, Wakakirri Competition, Inter‑School Sports, Year 7 and 10 Scholarship Programs, Student Representative Council, Youth Parliament, High Resolves Student Leadership and Work Experience Programs.

Additionally, Year 11 and 12 Enhancement Studies make it possible to incorporate TAFE certificates and University studies within the VCE program as a result of strong partnerships with a range of tertiary institutions.

The College prioritises ICT across the curriculum with the inclusion of: interactive whiteboards or media projectors in every classroom, Apple Mac laboratories and a 1:1 Netbook Program.

These facilities are aimed toward preparing students with the skills required for them to take their place as 21st century learners and citizens.

Our College grounds are immaculately presented and maintained, providing our students with a positive learning environment.

Our students are also able to enjoy upgraded facilities including plexi‑paved basketball and tennis courts in addition to our $2 million state‑of‑the‑art Science Centre.

Parental involvement in College operations and the learning process is encouraged as we consider this contribution to have a positive effect on the education of our young people.

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