Description:
Selection Criteria
KSC 1. Experience and sound knowledge of speech pathology techniques and the ability to develop, provide and evaluate speech pathology services and provide specialist advice on appropriate intervention strategies.
KSC 2. Demonstrated ability to deliver comprehensive speech pathology services to students and families within an educational environment including speech and language assessment, reporting and the provision of advice on program delivery.
KSC 3. Demonstrated capacity to work as part of a collaborative, multidisciplinary professional team and contribute to the achievements of the team.
KSC 4. A strong capacity to apply highly developed conceptual and analytical skills in the provision of student support services and work with children, young people and their families.
KSC 5. Demonstrated ability to design, deliver or broker professional learning, preferably for teachers and other relevant professionals, in the area of language and communication.
KSC 6. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people within the educational community and beyond.
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.
Responsibilities
1. To assess the individual speech/communication needs of students as required and deliver appropriate intervention either 1:1 or in small groups.
2. To develop and oversee the delivery of the Speech Therapy Assistant (STA) and oral language programs when running during the school year.
3. To support staff in developing skills to enhance students communication skills both in groups and/or on an individual basis.
4. To support parents in developing skills to enhance their child's communication skills appropriate to their children via group and individual sessions.
5. To develop individual goals during therapy blocks and report against these goals at the end of the therapy block.
6. To provide recommendations to guide teachers and ES staff in adapting learning tasks to best facilitate the development of communication skills for students.
7. To provide professional development sessions on specific speech pathology domains as required (e.g. speech, language, AAC, voice, fluency, feeding, pragmatics.)
8. Create and maintain appropriate files for students.
9. Provide oral and written reports as necessary.
10. Continue to seek knowledge of best practice and engage in professional development activities accordingly.
11. Liaise with external agencies and community networks.
12. Attend and actively participate in the school¿s wellbeing meeting and student support services (SSS) meetings
13. To provide reports or other documentation to support potential funding applications under the Program for Students with a Disability (PSD) or Disability Inclusion (DI)
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
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 ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@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:
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
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
Craigieburn Primary School is located on Grand Boulevard in the north of Craigieburn.
In 2024, our students are catered for across 25 classes, and we have 552 students. Our classes range from Foundation to Year 6 and composite Year 1 & 2 classes. Our school community population is culturally diverse with a Student Family Occupation (SFO) of 0.55
Our Staff consist of Principal, 2 x Assistant Principals, 3 x Leading Teachers, 5 x Learning Specialists, 26 x Classroom teachers, 4 x Specialists Subjects and 29 x Education Support staff.
Craigieburn Primary School is committed to providing a safe, supportive, and inclusive environment for all students, staff, and members of our community. Our school values Responsibility, Kindness & Resilience underpin all levels of operation throughout the school, and they are actively promoted through learning and student wellbeing. We believe in a strong community spirit where relationships between students, teachers and families are fostered and supported.
We recognise the importance of performance and development, including balancing the needs of the individual and the school¿s goals. Time is allocated for Professional Learning Teams to meet weekly. Underpinning this structure is building a culture of collaboration and collective responsibility for teaching and learning programs.
Our school recognises the importance of the partnership between our school and parents and carers to support student learning, engagement, and wellbeing. We share a commitment to, and a responsibility for, creating an inclusive and safe school environment for our students, enabling individuals to develop their potential as lifelong learners and active members of the community in a changing world.
School Vision
¿For all children to reach their full potential and become effective members of society.¿
Strategic Plan Goals
- To improve student achievement
- To improve student engagement
- To improve student wellbeing
At Craigieburn Primary School we are looking for staff with the following characteristics:
- High levels of energy, enthusiasm and passion;
- Capacity to self-manage and self-regulate;
- Have high expectations of themselves and others;
- Demonstrate and model resilience and optimism;
- Flexible, creative and approachable;
- A commitment to ongoing learning and development;
- An ability and commitment to working in a collaborative team