Government schools – Melbourne Northern Suburbs VIC

An ability to work positively and effectively within a trans-disciplinary team comprised of school staff, families, students and external organisations.

Highly developed communication, networking and interpersonal skills.

An ability to deliver speech pathology services to students with a disability within an educational setting including assessment, reporting, and intervention.

Experience and knowledge in the use and application of low-tech and high-tech Augmentative and Alternative Communication systems.

Commitment to and ability to follow established school frameworks, timelines, and priorities and work effectively with the school leadership team.

An ability and willingness to provide career development and information sessions to staff and families in relevant areas of speech pathology practise.

The school currently has a part time speech pathologist and this position will extend the support provided to students. The current position is for 3 days per week (22.8 hours) but days and times are negotiable. An education support class employee (EFT) accrues 50 days paid leave each year which is taken during the school holidays.

The Speech Pathologist at Waratah SDS works collaboratively with teachers, assistants, therapists, and families to develop student’s understanding and use of language and communication; and to support their mealtime safety. At Waratah SDS, a multi-modal approach to communication is used and student’s communication is supported through both speech and the use of low-tech and high-tech Augmentative and Alternative Communication (AAC) Systems. The Speech Pathologist provides assessment of receptive, expressive,



and pragmatic communication skills and interventions are focussed on collaboration and consultation with teaching staff to enhance student’s communication and social skills across the day.

An education support class role at this range is distinguished by:

broader management responsibility, particularly in the areas of finance and human resources where management responsibility is for a range of functions under a wide range of conditions, subject to the size and complexity of school operations; or

delivery of professional student support services and/or clinical management of students and other support functions.

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.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in section 2.4 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required where it is an integral part of the employee’s position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher

A role at this range may include:





Provision of key support and advice to the leadership team and school council and/or liaison with the general school community, the Department, and other government agencies and service providers.

Professional student support positions where duties and responsibilities, relative to their professional discipline, are carried out with a higher level of autonomy and with minimal reliance on professional supervision. These positions provide health advice and clinical resources to the school community. Typical professional support positions operating at this level would be registered nurses (performing the role of Registered Nurse range 4 as described in Schedule 3), speech pathologists, psychologists, occupational therapists, physiotherapists, and social workers.

Responsibility for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.

This position is for a speech pathologist with expertise in using AAC systems with students with significant cognitive and communication impairments.

Responsibilities Assessment To assess the communication and swallowing needs of students and/or refer to external agencies where assessment cannot be completed at school.

To do the above as a member of a trans-disciplinary team, including parents, teachers, aides, and other therapists.

To attend and participate in review meetings as part of each student’s team.

Program Planning and Implementation To develop programs and resources to support student’s communication and educational development.

To implement programs with individuals or groups of students where relevant and/or provide and demonstrat

📌 Speech Pathologist (Port Phillip City)
🏢 Government schools
📍 Port Phillip City