Speech Pathologist

1. Experience and sound knowledge of conducting assessments and screeners for students to inform classroom adjustments. 
2. Demonstrate capacity to provide practical, evidence-based advice, coaching and professional learning to staff that can be embedded into everyday classroom practice.
3. Demonstrate ability to work collaboratively as part of a school team, building positive relationships with students, staff and families and contributing to the shared vision of Pascoe Vale South Primary School ¿ to help every student Belong, Learn and Thrive.
4. Demonstrate understanding of the relationship between oral language, communication and literacy development, and the ability to support teachers to explicitly develop these skills across the curriculum.
5. Demonstrate ability to plan, implement and evaluate targeted social communication groups for students. 
6. Demonstrate ability to work collaboratively with teachers to supports students through the Disability Inclusion process, and identify and inform the appropriate adjustments to help students belong, learn and thrive at school. 

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy.  Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3.  Management of staff to achieve the expected outcomes is a key responsibility.  Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases.  Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years.  Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered.  Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

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.

THE SPEECH PATHOLOGIST IS REQUIRED TO:

• work directly with students in targeted small groups
• collaborate with teachers to devise and assign communication goals for students
• collaborate with teachers to write strategies for teaching communication goals
• record student progress notes and document evidence of student performance
• contribute constructively to school policy and curriculum documentation
• assist in the development , purchasing and maintenance of resources and equipment 
• work positively with team members ,school staff, students and families
• demonstrate satisfactory work performance through an annual performance review process
• work as part of an interdisciplinary team

THIS ROLE INCLUDES THE FOLLOWING:

• conduct formal assessment of students in areas such as, communication, alternative and augmentative communication , speech ,language and social/ behavioural needs
• provide the delivery of programs in collaboration with teachers according to students individual needs
• document ,record and accurately report on students progress and make recommendations or future programming
• plan and guide ES staff members in the delivery of our language support program
• develop support plans and disability inclusion profile recommendation
• provide professional learning for staff
• attend required meetings as directed by the principal

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

The school vision is to develop global citizens who belong, learn and thrive and is underpin by the values of Caring, Learning, Respect and Enjoyment underpin the school culture. We recognise the importance of the partnership between schools and parents to support student learning, engagement and wellbeing. We share a commitment and responsibility for ensuring an inclusive, safe and orderly learning environment for children and young people. 

All staff work collaboratively to deliver a sequential and inclusive curriculum, based on the Victorian Curriculum framework. Our core focus is on the teaching of English and Mathematics by developing pedagogy through unit planning to gain agreement on what good teaching is, and deliver that in every classroom. This is enabled by weekly designated planning times with Professional Leaning Teams meeting collaboratively.   We are part of the PLC initiative and the aim is to further strengthen collaboration within teams and across the school.

Student motivation is on the increase, with student voice and agency being key factors of this. The recommendation from students for the introduction of Junior School Council, School House Spirits and Kids¿ Clubs is direct evidence of this.  The school has well developed structures in place to support student wellbeing and has introduced School Wide Positive Behaviours approaches. The school presents as an attractive and welcoming environment and student behaviour is very good.

A significant feature of Pascoe Vale South Primary School is the positive school community and supportive parent/carers group. Parents/carers feel a very strong connection to the school. The PVSPS families are very active and take on major responsibilities for the organisation of significant events in the school calendar.

We recruit for culture at PVSPS and are looking for student focused staff who are:

• Optimistic

• Reflective

• Passionate

• Collaborative