Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 4

Occupation: Health and allied health

Location: Melbourne - Northern suburbs

Reference: 1550040

Selection Criteria

SC1 Demonstrated knowledge or ability to develop expertise in speech pathology within an educational setting, including conducting assessments, delivering interventions, and supporting students with speech, language, communication, and literacy needs.

SC2 Capacity to collaborate effectively within a multidisciplinary team, contributing speech pathology knowledge and working alongside educators, allied health staff and other professionals to support student learning and communication development.

SC3 Willingness and ability to design and deliver professional learning for teachers, education support staff, and families to enhance understanding and implementation of language and communication strategies.

SC4 Strong organisational skills, including the ability to maintain accurate records, monitor student progress, and contribute to Disability Inclusion Profiles and other relevant documentation, with a commitment to ongoing learning in these areas.

SC5 Strong interpersonal, communication, and problem-solving skills, with a willingness to engage positively with students, families, and staff while continuing to build professional expertise in a school environment.

SC6 Excellent time management skills including the ability to prioritise responsibilities

Role

A Speech Pathologist plays a significant role in assisting the education, development, participation, language and communication skills of all students through the provision of speech therapy services. They advocate for, and protect the communication rights of, children and young people, to be as independent as possible while at school and in the community. The Speech Therapist will enable students to access the curriculum at school through providing specialist recommendations that assist classroom staff to support student engagement with learning and skill building.

The Speech Pathologist operates in accordance with government and DE legislation, guidelines and accepted practice and protocols, including complying with all Workplace OH&S; legislation, regulations, policies and procedures, and adhering to the Child Safe Standards.

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 clause 2.6.1 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.

Responsibilities





- Deliver speech therapy services which incorporate speech pathology techniques, specialist advice and appropriate intervention strategies based on assessment data and evidence-based practices
- Address the complex communication needs of students including coordination, organisation and delivery of specific staff professional learning and intervention support.
- Develop and monitor implementation of individual student meal assistance plans, providing necessary training for staff to ensure student safety whilst eating
- Promote and support the use of AACs (high and low tech), including providing relevant professional learning and support for all staff.
- Conduct speech and language assessments and prepare reports as required.
- Document recommendations in the record of specialist involvement form to support classroom staff with implementation.
- Liaise with Allied Health Assistants (AHAs) to support implementation of recommendations with classroom based staff.
- Mentor and support AHAs and preservice Speech Therapy students to develop their skills and knowledge
- Deliver individual or group programs at various year levels, to support student communication and interaction skills.
- Communicate with parents/guardians and external allied health professionals to support a holistic approach to address individual student communication needs
- Maintain up to date case notes on Compass and within the student file ensuring documents are only distributed to relevant staff.
- Actively contribute to the Allied Health and Wellbeing team.
- Make recommendations to the Allied Health Team about specific equipment or resource requirements for students
- Undertake duties as directed by the Principal, within the scope of the position
- Maintain annual registration requirements including undertaking required relevant career development per year appropriate to the profession

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 versatile 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 [email protected]

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 workplace, 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

DE Values

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

Location Profile

Hume Valley School is a special school with a current enrolment of 372 students from 5 to 18 years of age. The school population represents a broad range of socio-economic and multicultural backgrounds.

The main school campus in Koroit Avenue accommodates students from Prep to Year 2 and Year 7 to Year 10. Our Narrun Campus, co-located with Dallas Brooks Community Primary School, accommodate our students from Year 3 to Year 6, inclusive and our Tanderrum Way campus, co-located within Hume Central Senior Secondary College, caters for our Years 11 and 12 students.

School facilities include:

- a large gymnasium, stage and performing arts centre

- fully productive school and kitchen gardens in which students work and learn horticultural and environmental sustainability skills

- a well-equipped food technology centre

- a school cafe

- a visual arts room and project room

- traffic safety education course and teaching facilities

- eLearning Centre

- First Aid and change room facilities

- Fully accessible and inclusive learning spaces

Our Vision is to create an inclusive, safe, respectful and engaged learning community where all students are motivated and enabled to maximise their social, personal, educational and post school potential.

Values

The school values, Respect, Responsibility and Resilience are embedded in all school policies and practices. At the centre of the school¿s values are the expectations that all students be ready for learning, respect themselves and others, act safely and care for their school.

Teaching and Learning

The school community is committed to creating a vibrant educational environment where students and their learning are highly valued.

The Prep to Year 9 curriculum is based on the Victorian Curriculum, Year 10 students participate in a Pathways pre-vocational course, while Year 11 and 12 students undertake Foundation Level VPC, a range of VET in Schools subjects and School Based Apprenticeships.

The school offers individual educational planning for each student. The comprehensive curriculum is designed to enable inclusive and flexible approaches to learning to accommodate the various learning styles and special needs of all students.

Personal Learning Support Plan Goals are set at the Student Support Group meetings held at the beginning of the year and reviewed throughout the year. The individually planned programs are based on the student¿s abilities, strengths and interests with particular emphasis on English, Mathematics, Science, Humanities, Personal and Social Capabilities.

Specialist programs are provided in the areas of Visual Arts, Performing Arts, Instrumental Music, Physical Education and Inter School Sport, Traffic Safety Education, Outdoor Education, Food Technology, Gardening and environmental sustainability (Prep to Year 9) and Horticulture (Years 10 to 12), Media & Design, Independent Living Skills, Health & Safety, Careers Education and Vocational Training.

All programs focus on the development of literacy and numeracy skills, behaviour and social skills, creative and recreation skills and for older students, independence and work/industry skills. Enrichment programs include travel training, a community access (excursion) program and the highly engaging community connections and mentoring programs.

School Community

The Hume Valley School Community, parents, staff and students, work cooperatively to ensure a protected, professional approach to providing a quality education.

Parent and community group programs and activities are facilitated within the school to provide support for families in coping with the challenges of nurturing children with disabilities. These programs include regular parent group meeting, events and information sessions.

A well-resourced therapy team and a student wellbeing team provide support to students and their families across the school and coordinate the consistent application of School Wide Positive Behaviour Support and Trauma Informed policies and practices.

The school has an excellent history of achievement in meeting the needs of the students. It provides a supportive learning environment in which the students feel secure, and develop self-esteem by experiencing success.

Other Information

Appropriate qualifications i.e. four years approved study and an approved qualification in speech pathology acceptable for membership of Speech Pathology Australia.

Apply now

Applications close Wednesday 4 November 2026 at 11.59pm

Posted

22 October 2026

📌 Speech Pathologist (West Melbourne)
🏢 Victorian Government
📍 West Melbourne