Speech Therapist

Department of Education Victoria; Maryborough; Sur place; AUD 70 000 - 95 000; Plein temps

Résumé du poste

Maryborough Education Centre seeks a Speech Pathologist to lead an evidence‑based therapy framework across the P–12 and Specialist settings. You will deliver targeted interventions, work with teachers and families, and support DI assessments and reports.

You will collaborate with the leadership team, teachers and Education Support staff to build capacity, supervise junior clinicians where required, and ensure high standards of service delivery in a busy school environment.

Qualifications

• Qualified Speech Pathologist with eligibility for Speech Pathology Australia
• Ability to deliver evidence-based therapy across P-12 and specialist settings
• Strong collaboration and communication with teachers, staff and families
• Experience contributing to professional learning for colleagues and growth
• Excellent oral and written communication and reporting skills

Responsabilités

• Lead development and implementation of an evidence-based therapy framework across the school
• Deliver individual, small-group and classroom interventions for literacy, language and swallowing
• Contribute to the Disability Inclusion process with assessment, reporting and prioritised caseload management
• Collaborate with leadership, teachers, assistants and external professionals to support students
• Provide coaching and supervision of graduate or early-career Speech Pathologists as needed

Connaissances

Speech Pathology

Team collaboration

Communication skills

Professional learning

Leadership

Formation

Speech Pathology degree & eligible for SPA

Description du poste

Department of Education Victoria – Maryborough QLD

Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment.

The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re-define its destiny in a positive way. Vision to be an inclusive connected flourishing learning community.

Our school values have been developed in consultation with the whole community. They are:AspirationKindnessRespectSocial community and demographics

On a single site the school comprises facilities for primary, secondary and special needs education

The school is highly integrated with a common set of values and behavioural and learning expectations for all

Overall enrolment numbers are reflecting the demographics of the Maryborough community

Strong and supportive School Council and parent involvement is encouraged.Committed Student Representative Council and a strong student leadership structure

Enthusiastic, professional staff team consisting of 76 effective full‑time teachers and 41.37 school support staff. Productive partnerships with Central Goldfields Council through the Go Goldfields initiative, University of Melbourne Network of Schools, Central Goldfields Linking Learning Project, service clubs and community groups, Goldfields Schools Network, and Goldfields Business GroupThe school has a School Family Orientation of .6856EducationalProvision of a vibrant and productive education, Foundation to 12 and Specialist Education.

Implementation of Professional Learning Teams to enhance staff effectiveness in best meeting the learning needs of all studentsVCE, VET and VCAL courses

Trade Training CentreExcellent further education pathways established and successful tertiary placements for students. Many enhancement and enrichment opportunities for students such as art, music, instrumental music, musical productions, competitions, after‑school activities, and sporting activities. TechnologicalBring

Your Own Device computer provision is being phased in from 2015Provision of computer suites and notebook trolleys are established throughout the school.Internet and intranet use is supported

Data projectors in all learning areas

Environmental grounds and facilities

Classrooms modern and are traditional in their layout

Grounds improvements have included the construction of a new oval, primary playspace, Centre Heart development and extensive landscaping in recent years. Additional playground equipment, landscaping and outdoor enhancements are planned forwww.maryborougheducationcentre.vic.edu.au/

Selection Criteria

• 1. Qualification in Speech Pathology and eligibility for membership of Speech Pathology Australia.
• 2. Ability to deliver a comprehensive evidence‑based Speech Pathology service to students and their families in the P‑12 and Specialist school environment. Service encompasses assessment, analysis, reporting, individual/group work, working with teachers and education support staff, education and program delivery advice and monitoring student progress and outcomes.
• 3. Demonstrated capacity to work as part of a collaborative professional team and contribute to the achievements of the team through well‑developed communication, networking and interpersonal skills.
• 4. Ability to contribute to the design and delivery of professional learning to other relevant professionals, in the area of Speech Pathology combined with a demonstrated commitment to professional learning and growth for both self and others.5.
• 5. Demonstrated high level oral and written communication skills.

Role

4 Days a week

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.

Responsibilities

The Speech Pathologist will operate with a high level of autonomy, providing expert leadership and coordination of therapy services across the school. They will lead the development and implementation of an evidence‑based therapy framework, ensuring a consistent approach to referral, assessment, targeted therapy sessions, and classroom programs supported by Teacher Assistants (TAs). The Speech Pathologist will oversee the delivery of individual, small‑group, and whole‑class interventions across areas of literacy, language, social communication, and swallowing, drawing on evidence‑based programs such as phonological awareness and colourful semantics.

A key responsibility of the role is to contribute to the Disability Inclusion (DI) process. The Speech Pathologist will conduct DI assessments, gather therapy evidence, and prepare reports with a focus on communication, reading, and swallowing. They will design and embed therapy prioritisation systems to manage caseloads equitably, ensuring that students with the greatest needs have access to support while balancing service delivery across the school.

Collaboration is central to this position. The Speech Pathologist will work closely with the Assistant Principal for Wellbeing, members of the leadership team, teachers, education support staff, and Student Support Services (SSS) to build capacity across the school. This includes training and mentoring TAs in SPaides roles to deliver small‑group or one‑to‑one speech supports, guiding teachers in the implementation of whole‑class programs, and supporting staff to use referral processes such as SOCS effectively.

The role also involves liaising with external professionals, agencies, and families to ensure continuity and alignment of support for students.

In addition, the Speech Pathologist will provide professional development, coaching, and consultation to staff, strengthening school‑wide practice and contributing expert advice to the leadership team and school council. They will participate in supervision and, where required, oversee the supervision of graduate or early‑career Speech Pathologists to ensure professional accreditation requirements are met.

Resource and program management will also form part of the role. The Speech Pathologist will lead the consistent implementation of therapy supports across the school, manage centralised therapy resources such as Learn to Play boxes, story sacks, and Proloquo2Go devices, and maintain accurate documentation, records, and reports to support accountability and service quality.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfil 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