Speech Pathologist - Family Leave

Tarneit Rise Primary School is a strong, inclusive community that proudly celebrates our diversity and multiculturalism, and we are recruiting!

Our facilities are state of the art, our children are gorgeous, our curriculum is rigorous, and our leadership is strong. We are not looking for teachers who know everything; we are looking for reflective practitioners (of any level of experiences) who are curious about their practice and who want to make a difference in the world. Instructional coaching is offered to all new staff. As a school we are committed to building teacher capacity because we know the positive effect this has on teachers and their children. We think its impossible not to leave our school so very much better than when first arriving.

The school attracts and retains a dynamic, caring, and innovative staff who work hard to provide a range of high-quality learning opportunities to stimulate and challenge each child. This is done within a collaborative culture, creating a strong sense of community spirit and high expectations. 

Our children are highly aspirational, and respectful, consistently display positive attitudes and are committed to learning. This positive and respectful school culture fosters academic excellence and personal growth, making our school a wonderful place to teach and learn. 

The school is recognised for its High Ability program and inclusive teaching practices.

Teaching is designed using educational research and cognitive science. At Tarneit Rise Primary School we ensure our students achieve maximal time on task and we maximise what we do with that time. We build a reading brain in each student through explicit direct instruction, repetition, teacher fidelity, and time on task. We know teaching reading is not just about phonics but is underpinned by phonics and phonological awareness, reading fluency, vocabulary and comprehension and our curriculum is organised so students can develop fluency in all components. We know instructional routines matter, so we ensure to teach first, reduce cognitive load, provide opportunities for students to practice more, and teach more in less time. As educators we know knowledge held in long-term memory is active and can be flexibly and effortless applied to a range of situations. Knowledge is what you think with. Because of this TRPS has committed to a knowledge-rich curriculum in which foundational, enabling and problem-solving knowledge is strategically developed as students pass through each stage of their education. Committed to evidence-based decision making, TRPS draws on the research of Barack Rosenshine, to design and map the curriculum, select effective instructional strategies and structure lessons. Explicit teaching, delivery of new material in small steps, guided practice and teacher modelling, questioning, and review and retrieval practice are whole-school agreed strategies that support children make progress in their learning. 

Our community works together to ensure every child has a positive, happy, and rewarding school experience. Families and teachers are genuine partners in the learning process, ensuring our children strive to achieve their personal best and show kindness towards others.

If you would like more information about the school, or this position, please call or email the Assistant Principal, Sarah Narres on 70026580 or ***************@education.vic.gov.au

SC1. Experience and sound knowledge of speech pathology techniques, including assessment and intervention for students with speech, language, communication and literacy needs, and the ability to provide specialist advice on appropriate intervention strategies.
SC2. Capacity to work as part of a collaborative, multi-disciplinary professional team and contribute significantly to the achievements of the team.
SC3. Ability to design, deliver or broker professional learning on complex student wellbeing topics, preferably for teachers and other relevant professionals in the areas of speech, language and communication needs.
SC4. Ability to deliver a comprehensive speech pathology service to students and families in an educational environment, including speech and language assessment, report writing, individual and group therapy, professional development presentations, and the provision of advice on program delivery.
SC5. Capacity to apply highly developed assessment, conceptual and analytical skills
SC6. Highly developed communication, networking and interpersonal skills
SC7. Assessment and monitoring of Speech Pathology programs across the school, including the provision of written and verbal assessment progress reports, recommendations to parents and school staff where appropriate.
SC8. Relevant qualifications and experience in delivering speech programs.

• Provide standard clinical professional services to students within the parameters of school policy and guidelines
• Undertake language and speech assessments with students
• Complete comprehensive reports which include factual analysis and recommendations for consideration by the family and school
• Work in collaboration with other Intervention school staff in addressing the literacy needs of the students
• Facilitate individual or group programs for students
• Conduct training and instruction for school staff and parents where needed within the professional field
• Support the Disability Inclusion funding process by providing specialist input
• Provide operational leadership and strategic planning with respect to professional service  delivery
• Other duties as directed by the Principal.

• Provide evidence-based services consistent with accepted professional and organisational policies and procedures  
• Support implementing therapy programs for students and small groups 
• Collaborative skills and willingness to work as part of a broader team supporting students including their classroom teachers, learning specialists, integration aides, intervention specialists and families 
• Provide feedback and recommendations to support students in the classroom. 
• Write summary notes outlining the support provided within sessions clearly and promptly by end of each workday
• Participate in team meetings
• Assist in the preparation of therapy resources including photocopying, printing, and laminating
• Participate in the monitoring of individual students progress towards their learning goals
• Undertake professional development activities to maintain and enhance skills

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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

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.

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

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

• 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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.