Speech Therapist

Location Profile Naranga is a school in Frankston for students aged 5 to 18 who have a mild intellectual disability.
Our motto is Learning for Life, and we aim to prepare each student to be an active contributor within the community.
We provide an engaging and comprehensive developmental curriculum that ensures each student will achieve personal success and achieve progress within a supportive environment.
Programs are innovative and accommodate the individual learning styles and needs of students.
Integrated and holistic learning opportunities are developed so that students acquire knowledge and experience within engaging activities.
Classes range in size from 6 to 14 students, reflecting the individual needs of students and their capacity for independence.
An Individual Education Plan is developed for each student in consultation with families and carers.
The Victorian Curriculum is delivered within a framework of whole-school expectations.
Students in their final two years of schoolwork towards transitioning into post school options.
Senior students also have the opportunity to participate in select TAFE courses and also SBATS.
The staffing structure is designed to support and extend student learning by focusing on interests, skills and wellbeing.
In addition to traditional subjects such as English and Mathematics, the school offers learning opportunities through specialist activities such as Health and Physical Education, The Arts, Digital and Design Technology and Science.
Additional supports are provided through student wellbeing, psychology, speech pathology and occupational therapy.
The learning journey at Naranga is supported by School-Wide Positive Behaviour Supports and Restorative Practices, which are incorporated into daily school life.
Students achievements are regularly celebrated at every level: within classes, in sub-schools, across the whole school and in the broader community.
We are proud and active members of the Sustainable Schools program.
We have current registration with e Smart, and actively engage our students in the Bully Stoppers program.
Parents are strongly encouraged to be involved in the development of their child's academic learning program, and as part of the broader school community.
We work closely with parents to host information sessions, a Parents and Friends group, a fundraising group, open days and various sporting and musical events.
Our School Concert is the highlight of our calendar year.
Naranga School is identified as having a low socio-economic band.
In 2023 we received additional funding under Equity Reform.
This money was used to support individualised learning programs for students through smaller class groups, explicit instruction, additional education support staff and therapy services.
In 2023, 174 students were educated and supported by 34 teachers and 26 education support staff, including a psychologist, speech pathologist, mental health practitioner and occupational therapist.
Leadership comprised a Principal, Assistant Principal and 2 Leading Teachers and 2 learning specialists.
Maggie the school's therapy dog in training, provides individual and group support to students across the school 5 days per week.
Selection Criteria Selection Criteria

A knowledge and understanding of the use of alternative augmented communication systems (AAC) or desire to learn and incorporate into practice
Recognition of the importance of collaboration and communication within an interdisciplinary team
Capacity to continuously reflect upon professional practice
An understanding of intellectual disability and its impact on access to education

An understanding of the impact of socio-economic factors in relation to speech, language and communication
Role 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 To work cooperatively within transdisciplinary teams developing Individual Education Plans and reports for students
-To work with multidisciplinary and transdisciplinary team to develop, implement and evaluate class-based programs that incorporate therapeutic interventions and support student learning.
-Attend and contribute to Student Support Group meetings where needed
-Contribute to the development and implementation of the schools Strategic Plan
-Prioritise and cater for students communication needs, including assessment, design, production and programming of AAC devices/systems
-Provide comprehensive speech therapy assessments as identified by transdisciplinary team, e.g.
swallowing, expressive and receptive language, AAC etc
-Liaise with and provide support to community agencies and other professionals in relation to students communication needs
-Participate in a range of ongoing professional development to further professional knowledge, skills and practice
-Provide relevant professional development for school staff as part of the therapy team.
-Participate in annual Performance & Development program to attend a variety of meetings e.g.
staff, departmental, team.
-Complete language assessments and write speech pathology reports for the Disability Inclusion profile.

-Provide professional learning to staff, parents and carers.
-Maintain appropriate records and provide written and oral reports in accordance with DET and school policies.
-Liaise with external health professionals involved with care of students as necessary.
-To conduct oneself in line with school and departmental policies and procedures.
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 *******@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information Applicants, please list any memberships to professional registration bodies.
Applicants must hold a current Working with Children Check.
Applicants must hold the appropriate qualifications.
Conditions of Employment This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

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