Speech Therapist

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 - Southern suburbs

Reference:

Location Profile

Hampton East School is a co-educational School that caters for a diverse range of students. Our school is for students aged 5 to 18 with a mild to moderate Intellectual Disability and provides individualised learning for all students. We believe that all students have skills and abilities that will enable them to work, volunteer and add value to the community. There are currently 137 students enrolled at the school. School Campus is situated near public transport, close to recreational facilities including beaches, and within walking proximity to retail and primary produce outlets.

Hampton East School provides a caring and friendly environment, which is safe, calm, orderly and positive, allowing our students to thrive. Our enrolments are drawn from a range of local special, mainstream primary and secondary schools in the Bayside and SAGE Networks. Our current enrolment is 115 students across two sites with approximately 45 staff, inclusive of teachers and education support staff. Enrolments are expected to increase in 2025.

Our whole school Teaching and Learning Model, identifies key strategies to improve student learning outcomes in literacy and numeracy. Our model provides teachers with a well-researched structure that supports the implementation of the Victorian Curriculum. It is specifically designed to meet the needs of all students. The Victorian Curriculum (F-Year 10) is used throughout the school. Teachers create an individual educational learning plan for every student. The basis of every plan is to provide an individualised, positive learning experience that includes the student strengths and interests.

Our Senior School teaching and learning focuses on a broad range of programs aligned to the Victorian Curriculum for students in Years 7-10 along with the Victorian Pathways Certificate in Year 11 and 12. Students engage in the VPC through applied learning that provides flexibility to meet individual learning needs. The VPC curriculum develops the skills, knowledge, values, and capabilities that enable students to make informed choices about pathways into further education, training and/or employment. Our experienced staff use their expertise and knowledge of student development and various modes of learning to modify the curriculum to fully engage students. This can be the catalyst to maximising our students learning potential.

Our staff work collaboratively in PLC teams to evaluate student learning data and plan learning experiences that support and encourage students to develop agency in, and a lifelong love of, learning. We have a strong focus on continued professional learning; individually, in PLC teams and as a whole staff to continually refine our pedagogical practice.

Hampton East School Wide Positive Behaviour Support program (SWPBS) underpins all our teaching and learning experiences. We value a culture of excellence in inclusive education with high expectations for both staff and students. Our school is a professional learning community where collaboration and collective responsibility for improving student learning outcomes provides every student with the best possible post school options.

Selection Criteria

SC1 Appropriate experience as a speech pathologist delivering a comprehensive speech pathology service to children from 5 to 18 years in an educational environment.

SC2 Highly developed communication and interpersonal skills to work with staff and parents/carer as a team member and act as a resource person in the areas of Speech Pathology and severe language disorder.

SC3 Demonstrated capacity to reflect critically upon personal professional practice, evaluate and instigate further personal professional development to continually improve their professional competence.

SC4 Proven ability to work with teachers and students in a classroom setting.

SC5 Excellent time management skills including the ability to prioritize responsibilities to ensure an effective service delivery. SC6 An understanding of students with additional learning needs.

SC6 An understanding of students with additional learning needs.

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

The responsibilities of this position will be:

• Assessment & Diagnosis:

Evaluate students' communication skills (speech, language, literacy, social communication, and sometimes swallowing) to identify needs and inform interventions.

• Therapy & Intervention:

Provide direct therapy to students to improve their communication skills. This can include developing skills for understanding language, expressing ideas, improving speech sounds, and using augmentative and alternative communication (AAC) devices.

• Collaboration:

Work with teachers, educational assistants, and other professionals to integrate communication goals into classroom activities and support curriculum access.

• Training & Consultation:

Educate school staff and families on strategies to support students' communication, enhancing overall classroom participation and social integration.

• Prevention:

Involve in school-wide prevention efforts, such as Response to Intervention (RTI) programs, to prevent academic failure related to communication challenges.

• Documentation:

Keep detailed records of student goals, progress, and interventions to share with stakeholders

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:

Other Information

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

The successful applicant is able to negotiate their time work hours and days.

Applications close Saturday 4 October 2025 at 11.59pm

Posted

29 August 2025

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