Overview
Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference:
Selection Criteria
SC1
Demonstrated ability to deliver a comprehensive speech pathology service to students with an educational disability, including knowledge and use of AAC.
SC2
Demonstrated capacity to work independently and as part of a collaborative multidisciplinary professional team.
SC3
Demonstrated commitment to ongoing professional learning and the capacity to reflect critically upon professional practice.
SC4
Ability to contribute to the design and delivery of professional learning and training programs to other relevant professionals, school staff and families/carers.
SC5
Demonstrated excellent interpersonal skills, verbal and written communication and networking skills.
Role
Services provided by the Speech Pathologist may include but are not limited to:
1. Developing, delivering and evaluating speech pathology services for students with communication difficulties and disabilities.
2. Providing reports to assist with applications for the Disability Inclusion Profile process
3. Providing staff with recommended strategies in the classroom.
4. Providing families with feedback on student progress, as required.
5. Developing and implementing professional development programs for staff in the areas within speech pathology.
6. Providing assistance and advice to families/carers in the development of speech programs to assist students at home.
Responsibilities
* Assessment and Diagnosis
Conduct comprehensive evaluations to identify speech, language, voice, fluency, and communication disorders using standardized tools, observations, and input from teachers and parents.
Determine students' eligibility for speech therapy services.
* Intervention and Support within a Multi-Tiered System
Develop and implement targeted strategies within a Multi-Tiered System of Support (MTSS) to address students' communication needs.
Collaborate with teachers to integrate communication goals into classroom instruction, thereby building teacher capacity in supporting students.
Provide individual therapeutic interventions on an as-needed basis.
* Collaboration and Multidisciplinary Engagement
Work as part of a multidisciplinary team, including psychologists, social workers, and occupational therapists, to deliver integrated health and wellbeing services.
Engage with NDIS therapists and families to develop and implement Augmentative and Alternative Communication (AAC) systems for students.
* Disability Inclusion Profile Contributions
Work collaboratively with school teams to support the Disability Inclusion Profile (DIP) process.
Conduct student assessments to inform the development of the profile.
Provide written recommendations and suggest appropriate adjustments to support students' communication and learning needs.
* Professional Development and Capacity Building
Commit to ongoing professional learning to enhance skills and knowledge in the field of speech pathology.
Participate in professional development opportunities provided by the school to support continuous improvement.
* Documentation and Compliance
Maintain accurate records of assessments, interventions, and progress in accordance with departmental policies.
Ensure compliance with relevant education laws and policies, contributing to student evaluations and Individualized Education Programs (IEPs) as required.
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:
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
Location Profile
As our school continues to grow into 2026, we are seeking caring andkindeducators who have a growth mindset and are willing to continually improve their knowledge and skills to support the learning outcomes of our engaged students. We are proud to have a stable and consistent team of teachers and support staff who loveLearning Togetherwithin a positive culture ofZestandRespectfor each other and for our students and community.
If this aligns with your values and passion for evidence based pedagogical practices, we warmly invite you to apply and become part of our amazing team. Please feel free to call and come in for a tour with our Leadership Team.
School Profile
Kalkallo is a young growing community of diverse families and backgrounds. Gilgai Plains Primary School is located in the Cloverton Estate and is a community hub that reflects the needs and aspirations of its families. Kalkallo is located along the Hume Freeway, north of Melbourne, between Donnybrook and Merrifield, and is part of the North-West Victoria Region (NWVR).
Gilgai (pronounced Gihl-guy) is a Woiwurrung word of the Wurundjeri people meaning small waterhole. Our beautiful school opened in 2022 and caters to the diverse needs of all students and supports the needs of a vibrant and growing community. Our grounds provide valued room for students to be active, natural outdoor areas that reflect the surrounding environment and modern learning facilities that support our curriculum.
Vision
To develop confident, resilient and resourceful thinkers who strive to achieve their best and contribute to make the world a better place.
Teaching and Learning
Gilgai Plains Primary School has a strong and dedicated staff who strive to continually improve their practice and their impact on student learning outcomes. Our instructional practices are based on the Science of Learning (cognitive science research on how students learn) and a strong body of research supporting a systematic, explicit approach, particularly when it involves learning new concepts and operations. Our leadership team oversee staff professional learning to continue to build the knowledge and skills of our teachers. Gilgai Plains Primary implements a school wide instructional model which is Explicit Direct Instruction (EDI). Our teachers model the learning process of new concepts for students by using an 'I do, We do, You do' strategy and provide students with purposeful and understandable feedback to support achievement and success. Student interaction is very high which builds upon our student engagement. We use evidence based methods to ensure all students succeed and thrive in their learning.
We have an experienced and supportive student wellbeing team, to enhance our commitment to ensure all students¿ specific learning needs are met and to assist in the development of safe and supportive learning environments for all of our students.
Mission
* Teaching and reinforcing how to being kind to self, others and our environment
* Ensuring students feel safe, happy and well
* Greeting students with a smile and a hello and helping them to love coming to school
* Ensuring each student is seen
* Teaching students to be literate and numerate and give them experiences to continually grow and succeed
* Providing diverse learning opportunities
* Supporting students to work hard and allow others to be their best
* Helping students to have at least one good friend and teaching them how to make friends and keep friends
* Being the person they can go to when needed
* Teaching students to work and play by our values
Values
Our values guide our students and staff in our everyday actions and behaviours. Our school culture is built upon these 4 values and underpins how we work and play.
We act with KINDNESS
We behave with RESPECT
We display ZEST
We love LEARNING TOGETHER
Our Motto
Sparking joy in learning and compassion in hearts.
Applications close Wednesday 10 September 2025 at 11.59pm
Posted
29 August 2025