Occupation: Health and allied healthReference: *******Location ProfileFurlong Park School for Deaf Children is a bilingual specialist school dedicated to educating deaf and hard-of-hearing children in a vibrant, inclusive, and engaging environment.
Located on expansive grounds in Sunshine North, the school recently underwent a $10 million upgrade through the Victorian School Building Authority, enhancing its facilities to support high-quality learning.We have high expectations for all students to achieve their full potential.
Our teaching is differentiated and guided by a commitment to excellence, with communication supported through both spoken English and Auslan (Australian Sign Language).
Our diverse and dedicated team includes:13 teachers12 Educational Support staff, including an NDIS Navigator.A Leadership Team comprising the Principal, Assistant Principal and two Learning SpecialistsPrograms and CurriculumWe offer both a Primary School Program and an Early Education Program for 3- and 4-year-old children.With a current enrolment of 68 students, we serve families across Melbourne's northern and western suburbs, as well as rural fringe areas.Our curriculum is based on the Victorian Early Years Learning and Development Framework and the Victorian Curriculum, supporting students working at Foundation to Year 10 levels, as well as Levels A-D Towards Foundation.Our ValuesOur school motto Empower, Enrich, Educate guides everything we do.
We embed Positive Behaviour Support (PBS) values throughout our community:I am a LearnerI Care for OthersSelection CriteriaSC 1 Demonstrated experience working with Deaf and hard-of-hearing children, including the ability to communicate effectively using Auslan.SC 2 Demonstrated knowledge of evidence based early literacy and phonics instruction, and the ability to support classroom teachers in delivering high quality phonics programs.SC 3 Demonstrated exemplary communication and interpersonal skills when working with students, families, colleagues and other professionals.SC 4 Highly developed organisational skills with demonstrated ability to work independently, utilise effective time management strategies, establish priorities and meet deadlines.SC 5 Commitment to engage in ongoing professional learning, both within the school and externallyRoleRange 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 **** (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.ResponsibilitiesAssessmentTo complete speech and language assessments for all new students and other referred students.To regularly review students with speech and language difficulties as required.Support for Students / TherapyTo prioritize the needs of students for individual therapy.To establish therapy goals and relevant programs.To work closely with classroom teacher to establish language programs for classes and appropriate language goals for children.To consult regularly with classroom teachers and provide appropriate support and resources in the classroom.To provide follow up work for therapy sessions and give regular feedback to teachers and parents.To consult with other professionals as required eg: Occupational Therapist, Psychologist, Doctor.DocumentationDocument therapy goals for each student.Maintain progress reports within the school system and DET guidelines.Prepare Reports as required.Administrative DutiesDocumentation (Case Notes, Half Yearly Reports)Submission writing for PSD applications.Assist with student profiles and Individual Learning Plans(ILPs)Liaise with other agencies, as required.Maintain student school files / individual speech and language files.Attend student support group (SSG) meetings as agreed.Professional DevelopmentAttend school professional development sessions by arrangement with Principal.Attend therapy specific sessions by arrangement with PrincipalWho May ApplyIndividuals with the aptitude,



experience and/or qualifications to fulfill the specific requirements of the position.Diversity and InclusionThe 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 StandardsVictorian 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 secure 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:Please ensure that your application includes:a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)a section addressing the selection criteria and the requirements for application under the Who May Apply sectionnames and contact numbers (telephone and email if possible) of two refereesPlease note that the selection panel may seek additional referees beyond those you name.
Consistent with policy, we shall advise you if we will take this action.Conditions of EmploymentAll 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 Applications close Thursday 6 August **** at *****pm
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📌 Speech Pathologist (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne