Occupation: Health and allied health
Reference:
Location Profile
Nganboo Borron School is located at 2 Frome Cr, Werribee, and supports students with mild to profound intellectual disabilities in the Wyndham area. Students access specialised education services and high-quality learning and wellbeing programs. Nganboo Borron School has capacity up to 148 students, enrolling students from Foundation to year 12.
Our facility consists of 4 permanent buildings, including: an administration building (incorporating school library and staff lounge); 2 learning neighbourhoods (1 Junior and 1 Senior); a community hub with indoor multi-use court; canteen; arts/music spaces; hard courts; and a sports field.
Students have great modern learning areas with air conditioning and heating inside with undercover walkways and shelters for protection from the weather when outdoors. The school is designed to be environmentally sustainable. More information about the school build can be found on the Victorian School Building Authority (VSBA) new schools website.
`Empowering minds, nurturing hearts, celebrating diversity: Together we thrive¿
VISION
Nganboo Borron School¿s vision is to become an outstanding provider of evidence based inclusive education that celebrates diversity and creativity, encourages a growth mindset, foster independence and promote lifelong learning to empower students to reach their potential.
MISSION
Nganboo Borron School¿s mission is to create an inclusive, safe and welcoming educational environment where our students feel connected, engaged and supported to learn, grow, create and thrive within and beyond our community.
Selection Criteria
SC1 Demonstrated knowledge or ability to develop expertise in speech pathology within an educational setting, including conducting assessments, delivering interventions, and supporting students with speech, language, communication, and literacy needs.
SC2 Capacity to collaborate effectively within a multidisciplinary team, contributing speech pathology knowledge and working alongside educators, allied health staff and other professionals to support student learning and communication development.
SC3 Willingness and ability to design and deliver professional learning for teachers, education support staff, and families to enhance understanding and implementation of language and communication strategies.
SC4 Strong organisational skills, including the ability to maintain accurate records, monitor student progress, and contribute to Disability Inclusion Profiles and other relevant documentation, with a commitment to ongoing learning in these areas.
SC5 Strong interpersonal, communication, and problem-solving skills, with a willingness to engage positively with students, families, and staff while continuing to build professional expertise in a school environment.
SC6 Excellent time management skills including the ability to prioritise responsibilities.
Role
A Speech Pathologist plays a significant role in assisting the education, development, participation, language and communication skills of all students through the provision of speech therapy services. They advocate for, and protect the communication rights of, children and young people, to be as independent as possible while at school and in the community. The Speech Therapist will enable students to access the curriculum at school through providing specialist recommendations that assist classroom staff to support student engagement with learning and skill building.
The Speech Pathologist operates in accordance with government and DE legislation, guidelines and accepted practice and protocols, including complying with all Workplace OH&S legislation, regulations, policies and procedures, and adhering to the Child Safe Standards.
An education support class role at this range is distinguished by:
broader management responsibility, particularly in the areas of finance and human resources where management responsibility is for a range of functions under a wide range of conditions, subject to the size and complexity of school operations; or
delivery of professional student support services and/or clinical management of students and other support functions.
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.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required where it is an integral part of the employee¿s position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher
A role at this range may include:
Provision of key support and advice to the leadership team and school council and/or liaison with the general school community, the Department, and other government agencies and service providers;
Professional student support positions where duties and responsibilities, relative to their professional discipline, are carried out with a higher level of autonomy and with minimal reliance on professional supervision. These positions provide health advice and clinical resources to the school community. Typical professional support positions operating at this level would be registered nurses (performing the role of Registered Nurse range 4 as described in Schedule 3), speech pathologists, psychologists, occupational therapists, physiotherapists, and social workers;
Responsibility for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.
Responsibilities
* Deliver speech therapy services which incorporate speech pathology techniques, specialist advice and appropriate intervention strategies based on assessment data and evidence-based practices
* Address the complex communicationand oro-motor needs of students including coordination, organisation and delivery of specific staff professional learning and intervention support.
* Develop and monitor implementation of individual student meal assistance plans, providing necessary training for staff to ensure student safety whilst eating
* Promote and support the use of AAC¿s (high and low tech), including providing relevant professional learning and support for all staff.
* Conduct speech and language assessments and prepare reports as required.
* Document recommendations in the record of specialist involvement form to support classroom staff with implementation.
* Liaise with Allied Health Assistants (AHA¿s) to support implementation of recommendations with classroom based staff.
* Mentor and support AHA¿s and preservice Speech Therapy students to develop their skills and knowledge
* Deliver individual or group programs at various year levels, to support student communication and interaction skills.
* Communicate with parents/guardians and external allied health professionals to support a holistic approach to address individual student communication needs
* Maintain up to date case notes on Compass and within the student file ensuring documents are only distributed to relevant staff.
* Actively contribute to the NBS Allied Health and Wellbeing team.
* Make recommendations to the Allied Health Team about specific equipment or resource requirements for students
* Undertake duties as directed by the Principal, within the scope of the position
* Maintain annual registration requirements including undertaking required relevant professional development per year appropriate to the profession
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirements of the position.
International applicants are welcome to apply. Nganboo Borron School is approved to sponsor workers under the following programs:
* Skills in Demand Visa (subclass 482)
* Skilled Employer Sponsored Regional (Provisional) Visa (subclass 494)
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 (seeWorkplace 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)
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.
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:
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:
If required, part-time hours can be negotiated between Principal and the successful applicant.
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.
Applications close Wednesday 14 January 2026 at 11.59pm
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