Overview
Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference:
Selection Criteria
KSC1 Demonstrated ability to deliver high quality, comprehensive speech therapy and communication programs for
students who require additional speech therapy support, including the capacity to apply highly developed assessment,
conceptual and analytical skills.
KSC2 Demonstrated ability to design, deliver and provide advice on intervention programs in a school with implementation
supported by teachers, Education Support staff, parents and relevant professionals.
KSC3 Highly developed organisational skills with the capacity to provide student support services and work with children and
their families including support around Program for Students with Disabilities, students with complex needs and challenging
behaviour.
KSC4 Demonstrated ability to participate in and contribute to a collaborative team environment, developing supportive
professional working relationships as part of a collaborative, multi-disciplinary team and contribute to the achievement of
student and school priorities and goals with staff, students, parents and carers, and providing advice and guidance to all involved.
Role
[Attendance requirement for this position]
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
* Manage the delivery of support services to students, teachers, parents and other school clients.
* Ensure all external providers deliver the required service.
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
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:
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:
Other Information
* Qualification in Speech Pathology and eligibility for membership of Speech Pathology Australia.
* Knowledge and understanding of paediatric communication development, developmental language disorder and literacy impairment.
* High level communication and interpersonal skills.
* Ability to provide consultancy speech pathology services for students, collaborating with staff and external agencies to manage individual student language development needs.
* Preparedness to communicate progress to parents.
* Commitment to ongoing professional development
Job Responsibilities:
* 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
* Conducting speech and language assessments (e.g. speech, oral language, phonological awareness and pragmatics).
* Completing assessment reports.
* Providing speech therapy intervention to individual and groups of students.
* Consulting with teachers and providing advice about relevant teaching and learning strategies in order to build capacity.
* Coordination of group interventions and assisting teachers with modified classroom strategies.
* Supporting the Individual Learning Needs Coordinator and teachers to develop Individual Learning Plans and classroom strategies that meet student needs.
* Collaborating with allied health professionals in response to the needs of students, their families and schools.
* Providing professional development for teachers and ES in relation to speech and language.
* Providing support and advice about the requirements of the Program for Students with Disabilities (PSD) including acting as a DET rep if required.
* Providing case support and assistance to other speech pathologists and Student Support Services Officers.
* Maintain appropriate records and adhere to school communication methods.
* Conduct training and instruction to school colleagues within the professional field
* Liaise with service providers, welfare agencies and relevant organisations to facilitate student referral
* Have access to a designated experienced professional, who could provide guidance and support on a regular basis
* Other duties deemed necessary by the Principal and Executive team.
Conditions of Employment
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks' notice.
Location Profile
Seeking something different? We are a fun, vibrant and multicultural community in Melbourne's west of 370 amazing students from 43 different cultural backgrounds. Our P-6 school community works together as a team and, as a result, we achieve great things. We have the equivalent of 41 staff members - 3 Principal Class, 25 teachers and 11 Educational Support staff and are part of the Deer Park/Sunshine Network.
At Sunshine Heights, diversity is our strength; every year we look forward to our annual Harmony Day celebration where we celebrate our socially and culturally diverse community. This year we launched a weeklong mental health festival for our community in partnership with Brimbank City Council, culminating in a huge Harmony Day Block Party.
We know that relationships are the greatest foundation for everything and invest time in getting to know and understand the uniqueness of all our students and families, fostering a sense of identity, belonging and authentic partnership.
Our school is committed to building a community and culture that enables everyone in our school to know, show and grow themselves, openly and without judgement, and we achieve this through building a wellbeing forcefield and ecosystem that wraps around our students, families, staff, and community.
Our forcefield and eco-system consists of a strengths-based, human-centred, and positive behaviours approach. Through Zones of Regulation and Respectful Relationships, we actively teach the social and emotional skills our students need to be ready to live and learn. We have a behaviour flow system that encourages students to develop and use their self-regulation skills, and a wellbeing and intervention referral system that helps staff to unpack what behaviours and learning difficulties are communicating and seek supports and strategies to help every student grow. We use data from the Resilient Youth and Attitude to Schools surveys to develop innovative approaches that respond to the needs and voices of our students.
We have a strong relationship with La Trobe University and Victoria University¿s Allied Health Departments and regularly host OT, Art Therapy, Social Work, Youth Work and Community Development students, helping us create extra layers of support for our students while contributing to the growth and development of future allied health practitioners. We pride ourselves on our collaborative partnerships with community organisations that help us provide wrap around services.
Now, we are looking to expand our forcefield, as we search for a passionate Occupational Therapist to join our Wellbeing Team. Our dream OT will have a strong passion for empowering young people. They¿ll be an energetic practitioner, with skills in working with individuals and groups and a flair for thinking outside of the box when developing strategies and programs that address the diverse needs of our students and families. They¿ll have a desire to contribute to whole-school Wellbeing processes and build teacher capacity to best support students with additional needs. The role will include individual and group student sessions, family consultations, teacher professional development and mentoring allied health students.
We strongly encourage staff from Culturally and Linguistically Diverse backgrounds and those from First Nations Applicants.
Our Aspirational Vision
Sail into a universe of possibility
Delve into the unlimited energy of the human imagination
Inspire and grow hearts and minds
Nurture creativity and curiosity
Through courage, connection, commitment and collaboration
Discover the wonder and uniqueness in you
Welcome to Sunshine Heights Primary School.
Our Values
Courage
We have the courage to believe that we can make a positive impact
We understand that hard work takes courage and a growth mindset
We have the courage to be curious and creative and stretch outside our comfort zone.
Connection
We understand who we are as individuals and how we build connections
We understand what it means to be part of a community
We are connected to the world around us and actively address issues of human and environment sustainability
Commitment
We acknowledge our strengths and build on our achievements
We take responsibility for, and commit to, our continual learning and growth
We show resilience when faced with challenges
Collaboration
We motivate each other to be the best we can be
We encourage and embrace different perspectives
We are respectful of everyone.
Applications close Tuesday 9 September 2025 at 11.59pm
Posted
28 August 2025