Description:
Selection Criteria
- Demonstrated leadership, expert advice and training of others in clinical areas, particularly more complex cases
- Demonstrated exemplary therapy practice and clinical decision making, utilising discipline-specific evidence based practice principles especially in regards to complex assessment and interventions
- Demonstrated support in managing delivery of therapy programs and services across a school/service
- Demonstrated capacity to provide feedback and support to others to enhance student outcomes, build effective collaboration and develop therapists’ clinical practice
- Demonstrated capacity to work collaboratively with therapists, teachers, ES and leadership on school wide priorities
Role
Senior therapists are experienced therapists who work in classes within the interdisciplinary model at BSDS and also take on additional responsibilities to build the capacity of the therapy team and broader school community. Senior Speech Pathologists take on a range of additional roles to develop the capacity of the therapy team and to enhance integrated programs across the school. This may include mentoring therapists, providing feedback to other therapists, facilitating school based professional learning for therapists, teachers, ES and families and carers and implementing school wide initiatives. Senior therapists model exemplary therapeutic practice, mentor and support therapists to develop their clinical knowledge, practice and interdisciplinary collaboration.
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, 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
RESPONSIBILITIES AND EXPECTATIONS
Senior therapists are responsible for:
- Building capacity of therapy team to improve clinical practice through mentoring, feedback, observations, coaching and clinical and operational support.
- Modelling exemplary professional learning practice including through seeking feedback from others on their own practice as part of reflective practice principles
- Building an effective staff team ensuring common and agreed goals and directions in accordance with the SP and AIP.
- Promotion and advocacy for BSDS, its students and staff within our broader community.
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Modelling exemplary use of student and school data to inform decision making and drive improvement practice
- Providing evidence-based feedback to staff to inform them of their practice and further enhance their professional development and effectiveness
- Implementing and promoting whole school processes, structures and programs as supported by clinically relevant evidence based practice
- providing leadership, training and development for others in the adaption and application of professional fields
- Engage with other mentors and therapy team leader to support and direct the priorities of the therapy team
- Other duties as directed by the Principal.
Who May Apply
Speech Pathologists who are eligible for membership of Speech Pathology Australia as a Certified Practising Speech Pathologist. Minimum 3 years experience in education settings and/or disability services
EEO AND OHS Commitment
The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values
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
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
Broadmeadows Special Developmental School provides educational programs for primary and secondary school-aged students with a moderate to severe intellectual disability who may also have sensory, physical impairments and autism spectrum disorder.
The school is a modern purpose-built facility located in the Melbourne suburb of Broadmeadows and provides an attractive and safe environment. Learning areas include well-equipped classrooms, dedicated specialist spaces and outdoor learning zones. The school has 2 sites, the main campus in Dimboola Rd and a Sorrento Street campus with students attending from a wide geographical and diverse socio-economic background.
The school has a current enrolment of 340 students. Students attend school daily from 9:00am to 3:00pm.
Eligible school-aged students living within the designated transport zone have access to free transport to and from school.
Curriculum
Programs are delivered within Department of Education guidelines and reflect the Victorian Curriculum. Emphasis is placed on the development of programs that address individual student needs, through Individual Learning Plans. Educational goals and priorities are reviewed every six months. Class groups are comprised of 6-8 students, with a teacher and teacher assistant, to ensure a safe and effective learning environment, where individuals are respected and self-esteem and dignity are strongly advocated. The school has a trans-disciplinary approach to student learning with input from educators, therapists and parents. Teachers case conference students with their allocated Speech Pathologist and Occupational Therapist each week.
Our school philosophy is reflected in its programs and based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Broadmeadows SDS has a School Wide Positive Behaviour Program and has developed a school culture that is reflected by the ideals of positive learning support.
An emphasis is placed on students attaining skills and knowledge that they will use as young adults when graduating at 18 years of age.
Staffing
The school is staffed with classroom teachers, specialist teachers, literacy specialists, teacher assistants, occupational therapists, speech pathologists and physiotherapists. The school accesses additional support through the Visiting Teacher Services for Hearing and Vision Impairment and a Guidance Officer. Current staffing includes over 150 staff including a team of 30 plus therapists.
Successful applicants may be required to work at either the Dimboola Campus or the Sorrento Campus which are within walking distance of each other.