Occupation:
Health and allied health
Reference:
*******
Selection Criteria
SC1
Development and delivery of a comprehensive speech pathology service and a capacity to work across all areas of the school with students who have moderate to severe language delays and concerns.
SC2
A sound knowledge of evidence-based speech pathology techniques and the ability to develop, provide and evaluate speech pathology services and provide speech advice on appropriate intervention strategies.
SC3
Demonstrated ability to administer appropriate language assessment and provide advice to staff and families on program delivery and follow up.
SC5
Experience in the design and delivery of professional learning activities in the areas of language and communication for teachers and other educational professionals.
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 **** (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
A Speech Therapist provides high level support addressing the therapy needs of individuals and groups of students. The Speech Therapist works closely with the Allied Health Leaders and the student wellbeing team.
To provide assessment, therapy program implementation, and ongoing evaluation, for an allocated caseload of children.
To resource and support staff in their use of appropriate communication strategies as an integral part of their school program.
To liaise with school staff, and families, where appropriate regarding the child's progress to ensure that the individual needs are appropriately met.
To design and deliver skilled learning activities conducted by the Wellbeing department for the benefit of teaching staff.
To participate in meetings with therapy and educational staff as required.




To recommend appropriate equipment and resources for student's use in the school / home / community environment where appropriate.
To liaise with appropriate professional bodies to enhance development of professional skills.
To provide feedback when required to Leadership regarding service delivery.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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 (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 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:
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:
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.
Conditions of Employment
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
Location Profile
Marnebek School is a prominent dual-campus specialist school located in Cranbourne, dedicated to providing exceptional educational outcomes for students with intellectual disabilities from Foundation to Year 12. Recently, Marnebek School received a significant investment of $***** million from the State Government to modernize and enhance our facilities.
This substantial funding has enabled the creation of new purpose-built classroom learning environments on both campuses, alongside state-of-the-art resource spaces. These spaces now house specialized programs in STEM, Food Technology, Physical Education, Art, and Library facilities.
To gain insight into the Marnebek experience, please view our promotional video at the following link:Marnebek School Experience Video . This video illustrates our commitment to supporting our students in achieving the highest learning outcomes possible.
Our educational approach is guided by a clear vision and set of values:
School Vision:
Marnebek School is committed to fostering a stimulating and engaging environment where students can embrace learning and realize their full potential. We prioritize their social, emotional, and physical well-being, empowering them to become active and valued members of their community.
School Values:
At Marnebek School, we uphold the values of Resilience, Respect, and Responsibility in every facet of our community:
Resilience:
We hold ourselves and each other accountable within our school community.
Respect:
We value and celebrate the diversity of others throughout our school community.
Responsibility:
We operate with honesty, ethics, and transparency across our school community.
Our strategic focus centres on enhancing literacy and numeracy skills among our students throughout our comprehensive four-year plan. This initiative stems from our self-evaluation report, which identified areas for improvement under the Framework for Improving Student Outcomes (FISO) in Teaching and Learning.
Throughout this strategic plan, we aim to build the capacity of our educators to deliver high-quality teaching tailored to students with diverse disabilities. We set rigorous standards for professional teaching practices, empowering our staff to take ownership of student learning and fostering a collaborative, supportive school culture.
Should you have any further inquiries or wish to learn more about Marnebek School, please do not hesitate to contact us.
Applications close Tuesday 15 September
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📌 Speech Therapist (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne