Speech Therapist

State Government of Victoria, Australia; City of Melbourne; On-site; AUD 90,000 - 120,000; Full time

Job summary

The Department of Education in Victoria is seeking a qualified Speech Pathologist to provide a comprehensive service in a secondary school setting in Melbourne's northern suburbs. You will assess, plan and deliver language and communication support for students, working closely with teachers, therapists and families.

You will design individual and small-group intervention plans, contribute to Disability Inclusion profiling, and lead professional learning for school staff.

Qualifications

• Demonstrated experience delivering a comprehensive Speech Pathology service in a secondary school.
• Ability to collaborate with teachers, education support staff, therapists and other professionals.
• Excellent communication and interpersonal skills with diverse stakeholders.
• Ability to design and deliver intervention strategies for individuals and small groups.
• Experience planning and supporting Disability Inclusion plan meetings.

Responsibilities

• Conduct formal assessment of students in communication, speech and related needs.
• Deliver programs in collaboration with teachers and families according to individual needs.
• Document and report student progress and recommend future programming.
• Plan and guide education support staff in language support delivery.
• Develop support plans for Disability Inclusion profile meetings.
• Provide professional learning for staff.
• Attend meetings and manage work priorities of support staff.
• Maintain confidentiality of school records and communications.

Skills

Speech Pathology

Collaborative teamwork

Communication Skills

Intervention design

Disability Inclusion planning

Job description

Occupation: Health and allied health

Location: Melbourne - Northern suburbs

Reference: 1543738

Location Profile

Sunbury Downs College is a vibrant Year 7 to 12 co-educational secondary college situated in the semi-rural town of Sunbury. Our College is an inclusive school offering a wide range of programs that cater for all students.

We have a strong emphasis on developing individual student wellbeing and positive interpersonal relationships. Students are at the centre of our teaching and learning, always.

Our curriculum provides a comprehensive teaching and learning program for students in core subjects: English, Mathematics, Science, Humanities, Health and Physical Education, Arts, Technology and Languages (Italian). We offer a range of VCE subjects including the VCE Vocational Major program in Years 11-12 which caters for students with an interest and passion for applied learning. We have a reputation for helping students achieve outstanding VCE results, further reinforcing to our students the school motto 'Confidence to Achieve'

Sunbury Downs College is proud of the work and support provided to students and the wider Sunbury Downs College community by our wellbeing team, learning support team and Careers Coordinators. Wellbeing programs complement the teaching and learning and extracurricular program of the College as we work together to prepare young people to become lifelong learners. Learning Support focuses on assisting students with additional needs while the Careers Coordinators provide valuable advice as students successfully pathway into university, TAFE and the workforce.

Sunbury Downs College currently has a leadership profile consisting of Principal, 3 Assistant Principals, 8Leading Teachers and 3Learning Specialists which is being expanded. There are approximately70 Classroom Teachers, 5 Paraprofessionals and38 Education Support staff.

Our College values ofRespect, Resilience, AmbitionandCommunityare embedded within our teaching and learning practice. These core values support a culture of participation and excellence based on the development of positive relationships and personal growth by all community members.

Selection Criteria

SC1 - Appropriate experience as a speech pathologist to delivera comprehensive Speech Pathology service to students in a secondary school setting.

SC2 - Demonstrated interest in working collaboratively in a multidisciplinary professional team of teachers, education support staff, therapists and other professionals to improve outcomes for students.

SC3 - Demonstrate excellent communication and interpersonal skills to communicate effectively with a wide range of individuals, including teachers, parents/carers and students.

SC4 - Demonstrate ability to design and deliver specialist advice on appropriate intervention strategies in order to meet student needs on an individual and small group levels.

SC5 - Demonstrated experience and capability to plan, implement and support adjustments for students identified for the Disability Inclusion Model, including developing support plans for Disability Inclusion profile meetings.

Role

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.

Monday to Friday 8:30am - 4:30pm (both start date and time fraction is negotiable)

Responsibilities

This role includes the following:

• Conduct formal assessment of students in areas such as, communication, alternative and augmentative communication, speech, language and social/behavioural needs.
• Provide the delivery of programs in collaboration with teachers, parents/carers according to students individual needs.
• Document, record and accurately report on student progress and make recommendations for future programming.
• Plan and guide ES staff members in the delivery of our language support program
• Develop support plans for Disability Inclusion profile meetings
• Provide professional learning for staff

Attend meetings eg staff, department, and program support group

• Manage the work practices and priorities of support staff in a school/s.
• Manage the maintenance of confidentiality in respect to all school records and communication systems.

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 (see Workplace 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 [e-mail]

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:

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:

Success in this role will bedemonstratedthrough:

• Improved student participation and communication outcomes.
• Effective implementation of targeted intervention and small-group programs.
• High-quality contributions to Disability Inclusion Profile applications and supporting documentation.
• Strong collaboration with staff,studentsand families.
• Accurate data collection and reporting that informs educational planning and adjustments.

This position contributes directly to the school's commitment to inclusive education, student engagement,wellbeingand improved learning outcomes for all students.

Applications close Thursday 1 October 2026 at 11.59pm