Selection Criteria
* SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
* SC2 Demonstrated capacity to work and collaborate with others in a team environment.
* SC3 Demonstrated capacity to communicate effectively in a team environment, including high‑level oral and written communication skills.
* SC4 Possess the technical knowledge and expertise relevant to the position.
* SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
* SC6 A commitment to professional learning and growth for both self and others.
Role
The successful applicant will work under the guidance and supervision of a Certified Practising Speech‑Language Pathologist (SLP) and will play an important role in supporting the communication needs of students with intellectual disabilities and diverse learning profiles.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
Supervision of students can be required individually or in groups up to four in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
* Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co‑ordination of a work area under the direction of the principal or a manager.
* Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
* Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
* Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
Responsibilities
* Develop and set individualised communication programmes (e.g. language/AAC, literacy, speech sound disorders, pragmatic) aligned with student needs and goals, under the supervision of the school's Speech‑Language Pathologist (SLP) .
* Upskill school staff (teachers and education support) in communication strategies, AAC use, and specific speech therapy programmes to ensure they can confidently implement interventions, under the supervision of the school's SLP.
* Work directly with students in Tier 1, Tier 2, and/or Tier 3 capacities to build communication skills, under the supervision of the school's SLP.
* Collaborate closely within the school's Multi‑Disciplinary Team, including occupational therapists, physiotherapists, AHA's, wellbeing staff, and teaching teams.
* Support data collection, documentation, and process monitoring and supervision of the school's SLP.
* Assist with assessment of language, speech, and literacy skills under the supervision of the school's SLP.
Who May Apply
* Is passionate about supporting students with disabilities.
* Has developing knowledge of speech, language, and literacy strategies.
* Shows strong interpersonal and communication skills when working with both students and adults.
* Values collaboration, feedback, and learning within a multidisciplinary environment.
* Demonstrates initiative, adaptability, and a commitment to student wellbeing.
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 (see Workplace 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.
Child Safe Standards
Victorian government schools are child‑safe environments. Our schools actively promote the safety and well‑being 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 programmes provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Merri River School is a special school in Warrnambool which caters for students who have been diagnosed with an intellectual disability. The school was founded in 1989 with a student population of 30. The current student population is 180.
In 2020 the school moved into brand new premises on a 7‑hectare site situated between Wollaston Road and the Merri River.
Merri River School is a centre of excellence providing individualised programs for students with an intellectual disability. The school caters for children aged between 5 to 18 in a small group environment in line with the Victorian Curriculum. Each student has an Individual Learning Plan.
The school is divided into four sub‑schools: Junior Primary; Senior Primary; Junior Secondary and Senior Secondary.
The school is well supported by therapists (speech, OT, physio and allied health), student wellbeing counsellor, and teacher assistants. A Hands‑on Learning program provides additional support to students who are at risk of disengagement.
We also offer a variety of specialist programmes, including: Physical Education, STEM, Art, Music and Food Technologies.
Some of our students have dual enrolment at a mainstream school when this has been deemed beneficial for the student's learning program.
The oldest students either undertake VET or VPC programmes. Students are also involved in a comprehensive work experience programme.
Curriculum
Programs are delivered within Department of Education guidelines and reflect the Victorian Curriculum. Emphasis is placed on the development of programmes that address individual student needs, through Individual Learning Plans. Educational goals and priorities are reviewed every six months.
Staffing
The school is staffed with classroom teachers, specialist teachers, literacy specialists, teacher assistants, occupational therapists, speech therapists 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 95 staff including a team of therapists and therapy assistants.
#J-18808-Ljbffr