Department of Education Victoria – Warrnambool VIC
6d ago, from Department of Education & Training Victoria
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 individualized programs for students with an intellectual disability. The school serves children aged between 5 to 18 in small group environments 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.
It is well supported by therapists (speech, OT, physio and allied health), a student wellbeing counsellor and teacher assistants. A hands‑on learning program provides additional support to students at risk of disengagement.
We also offer a variety of specialist programs, including Physical Education, STEM, Art, Music and Food Technologies.
Some students have dual enrolment at a mainstream school when this is deemed beneficial for their learning program.
The oldest students undertake VET or VPC programmes and are involved in a comprehensive work‑experience program.
Curriculum
Programs are delivered within Department of Education guidelines and reflect the Victorian Curriculum. Emphasis is placed on developing programs that address individual student needs through Individual Learning Plans. Educational goals and priorities are reviewed every six months.
Non‑Negotiable for Every Learning Environment
* Commitment to enacting the school's agreed Instructional Model and teaching practices
* Strong relationships with all children and an understanding of high‑level student needs
* High expectations and excellent classroom practice
* Excellent presentation – classroom displays and well‑organised learning spaces
Class groups are 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 multi‑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 that children learn best in a cooperative environment that is happy, challenging, supportive and non‑threatening. Merri River School has a School‑Wide Positive Behaviour Program and has developed a school culture reflected by the ideals of positive behaviour 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 therapists and physiotherapists. Additional support comes through 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.
Merri River School provides educational programmes for primary and secondary 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 Warrnambool and provides an attractive and safe environment. Learning areas include well‑equipped classrooms, dedicated specialist spaces and outdoor learning zones. Students attend school daily from 9:00 am to 3:00 pm.
Eligible school‑aged students living within the designated transport zone have access to free transport to and from school.
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.
This education support class position will perform tasks in accordance with guidelines, accepted practice and school policy under supervision and direction. The role may include coordination of other education support staff within the work area or educational programme.
Certification and/or qualifications of up to three years may be required. The role does not include duties of a teacher as defined in the Education and Training Reform Act 2006 (Vic). Supervision of students can be required individually or in groups up to four in controlled circumstances, with responsibility for students remaining with a teacher.
The role may include:
* Specific support tasks to achieve outcomes—typically accountability for a single function (e.g. ensuring data is properly maintained) or coordination of a work area under the direction of the principal or manager.
* Assisting teachers in an educational programme by undertaking specific support tasks or coordinating support functions.
* Supervised health and wellbeing support tasks, medical intervention support tasks or other specialised student/teacher support roles.
* Technical tasks that require sound knowledge of basic technical and/or scientific principles to develop and adapt work methods and make judgments where guidelines are clear.
Responsibilities
* Developing and setting individualized communication programmes (e.g. language/AAC, literacy, speech sound disorders, pragmatic) aligned with student needs and goals, under the supervision of the school's SLP.
* Upskilling school staff (teachers and education support) in communication strategies, AAC use and specific speech therapy programmes to ensure confident implementation, under the supervision of the school's SLP.
* Working directly with students in Tier 1, Tier 2 and/or Tier 3 capacity to build communication skills, under the supervision of the school's SLP.
* Collaborating closely within the school's Multi‑Disciplinary Team, including occupational therapist, physiotherapists, AHA's, wellbeing staff and teaching teams.
* Supporting data collection, documentation, process monitoring and supervision of the school's SLP.
* Assisting with assessment of language, speech and literacy skills under the supervision of the school's SLP.
Who May Apply
This position would suit an enthusiastic and motivated Speech Pathologist student who:
* 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 reflects the community we serve. We value diversity in all forms – culture, gender, religion, ethnicity, LGBTIQA+ and neuro‑diversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The department recognises the importance of safe, respectful and inclusive workplaces and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability.
Child Safe Standards
Victorian government schools are child‑safe environments. All staff committed to protecting students from abuse or harm are required to meet child‑safe standards. The Child Safety Code of Conduct can be found here:
DE Values
The department's values are: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Information on the department values is available here:
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, with induction and support programmes provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website:
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