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: 1550671

Location Profile

Marra School is a brand-new dual-mode special school based in the NWVR in Kalkallo. The school opened at the beginning of 2026, for students with a mild-profound intellectual disability, aged 5 to 18 years old. The capacity of the school will gradually increase in the upcoming years, moving towards a peak enrolment of 250 students.

The school has been designed to help meet increasing enrolment demand from a growing local population. It will help students get high quality education close to home. The school comprises of two learning neighbourhoods, an administration and library building, and a multi-purpose building including rooms for music, drama, food tech and fitness. There are dedicated outdoor spaces including hard courts, play spaces, a sports field and staff car parking.

Marra School is a fully inclusive environment, with the students, families, staff and school at the heart of this vibrant community. We are looking for highly motivated staff who understand the complex needs of our incredible students and who embrace the school motto Strength in diversity. The school vision Aspirational education ensuring wellbeing and learning growth for all students also partner with our three school values of Bravery, Resilience and Respect. Staff at Marra need to demonstrate these three values in their educational approach ensuring that they act with kindness, compassion and integrity and are willing to see beyond the barriers often in place for our students.

The school has a strong allied health team with Speech Pathologists, an Occupational Therapist, a Physiotherapist and an Allied Health Assistant, who support our teaching team to cater for the needs of the students. The leadership team have worked hard to structure the school to be a highly supportive working environment.

We are currently unable to support applications for candidates looking for sponsorship or who are not currently VIT registered.

If you have any questions or would like to find out more about this great prospect, please contact the Principal, Lindsey Delooze for more information: [email protected]

Selection Criteria

SC1. Demonstrated exemplary therapy practice and clinical decision making relating to complex assessment and interventions to develop goals and effective communication strategies for students with an intellectual disability.

SC2. Demonstrated capacity to work collaboratively with multi-disciplinary teams including therapists, teachers, ES and leadership to devise programs that enhance student outcomes, build effective collaboration across the school and develop clinical practice.

SC3. Proven ability to coach and support staff (e.g. education support staff and teachers) and manage delivery of therapy programs and services across a school/service.

SC4. A knowledge of the use and application of a wide range of augmentative and alternative communication systems for children with an intellectual disability and have a commitment to implementing these forms of communication throughout the school.

SC5. Highly developed written and verbal communication and interpersonal skills with the ability to liaise with a range of key stakeholders including families, staff and external therapists.

SC6. Highly developed organisational skills with a demonstrated ability to work independently, utilise effective time management strategies, establish priorities and meet deadlines.

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 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.

Responsibilities

- Contribute to School Support Plans (BSPs, Escalation Plans) and
Individual Education Plans (IEPs) goals and strategies.
- Deliver brief, targeted interventions with students, including direct 1:1
support and goal setting where appropriate.
- Specialist input into Disability Inclusion Profiles.
- Act as a discipline-specific overlay within the DIP process by contributing
Speech Pathology insights to inform strength-based, holistic profiles.
- Attend Disability Inclusion Profiles when required.
- To work with multidisciplinary and transdisciplinary team to develop,
implement and evaluate class-based programs that support student
learning.
- Attend and contribute to Student Support Group meetings where needed
- Prioritise and cater for students communication needs, including
assessment, design, production and programming of AAC
devices/systems.
- Liaise with and provide support to external health professionals,
community agencies and other professionals in relation to students¿
communication needs.
- Provide relevant professional development for school staff as part of the
therapy team.
- Complete language assessments and write speech pathology reports for
the Disability Inclusion profile.
- Maintain appropriate records and provide written and oral reports in
accordance with DET and school policies.
- To conduct oneself in line with school and departmental policies and
procedures.
- Building capacity of the therapy team to improve clinical practice through
mentoring, feedback, observations, coaching and clinical and operational
support.
- Providing expert advice about the context, processes and strategies that
will shape individual and school professional learning.
- Providing evidence-based feedback to staff to inform them of their practice
and further enhance their professional development and effectiveness.
- Implementing and promoting whole school processes, structures and
programs as supported by clinically relevant evidence-based practice.
- Support and direct the priorities of the therapy team.
- Contribute to the development and implementation of the School Strategic




Plan as required.
- Other duties as directed by the Principal.

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 (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 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

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

Other Information

Please ensure that your application includes:

- a resume including relevant experience as well as personal details (name, address and contact numbers, business and home). Please PDF your application and combine both your CV and KSC into one document

- a section addressing the selection criteria and the requirements for application under the Who May Apply section

- names and contact numbers (telephone and email if possible) of three referees who are able to attest to the claims made in your application

Please 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 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 https://www2.education.vic.gov.au/pal

Applications close Sunday 8 November 2026 at 11.59pm

Posted

26 October 2026

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