SC1. Qualification in Speech pathology and a demonstrated commitment to the integration of therapy into school curriculum.

SC2. Demonstrated ability to develop constructive relationships with students, parents, staff, and other professionals.

SC3. Demonstrated ability to work as a member of a supportive team.

SC4. Proven experience in providing Speech Pathology services for children with a mild intellectual disability and comorbid conditions.

SC5. Demonstrated skills in a wide range of tasks including assessments, planning, intervention, report writing and the preparation of resources.

SC6. Demonstrated commitment to ongoing professional learning and the capacity to reflect critically upon professional practice.

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.

• Conduct student assessments
• Provide either individual, small group or class speech therapy sessions
• Build the capacity of teaching and non-teaching staff to support the development of students
• Build the capacity of parents t support the development of their children at home
• Provide support and advice to parents and staff as required
• Other duties as directed by the Principal Class

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.It is our policy to provide reasonable adjustments for persons with a disability (seeWorkplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]

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

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

• 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Vermont South Special School is located in Vermont South in the Eastern suburbs of Melbourne in an attractive residential area. The school is a primary specialist setting for students with an intellectual disability (Full Scale Intelligence Quotient of between 50 - 70), aged between 5 - 12. Many students also exhibit other diagnosed disabilities and medical conditions, with 65% of students diagnosed on the Autism Spectrum. Students come from seven local government areas and are transported to school by bus. The school currently has 150 students with a maximum enrolment of 180 students. The school has 57 staff members: 2 Principal Class, 27 teachers (FTE 22.06) and 31 Education Support Staff (FTE 21.63 At Vermont South Special School, it is our mission to provide students with the best possible foundation in life through a well-rounded education. Our core values are learning, respect, responsibility, and resilience. We are intent on engaging students in their learning through providing highly qualified teaching staff, proactive leadership, and a safe and inclusive environment.

The school is divided into four sections: Foundation, Juniors, Middles and Seniors. Class sizes are small, ranging from 6 - 7 students in Foundation to 12 - 13 in Seniors. A qualified Special Education teacher, together with a teacher assistant in every class, ensures that students' individual needs are catered for. Students are further supported by specialist subjects; Visual Arts, Performing Arts, Physical Education, and the Healthy Kitchen Program. An occupational therapist, physiotherapist, speech pathologists, nurse and re-engagement officer also support students' additional needs.

The school has a strong commitment to positive parent/school partnerships, and we invite and welcome parent involvement at many levels as we know this leads to enhanced learning outcomes.