Speech Therapist

Rangebank is a medium sized school of 350 students, located in Cranbourne. Our school community is home to many cultures and has a strong connection to the local area. We are proud to cater to our diverse student population by offering a range of Specialist programs, including PE, Visual Art, Performing Art, STEM, and we were the first government primary school in Australia to teach Hindi.

We also have a strong connection to India and a sister school in Delhi that we visit one year and host the next year. At Rangebank Primary School we prepare children with the skills, knowledge, and attitudes to become resilient, capable, and responsible community-minded citizens. Our shared values underpin everything we do at Rangebank Primary School: Be Respectful - look after people and property Be Safe - protect yourself and others Be Kind - be friendly and considerate to others Be a learner

• Motivated and try your best At Rangebank, we focus on positive behaviours and celebrate those who display our values. We do this because we know when we are being respectful, safe, kind and being learners, we are being the best we can be as individuals and a whole school community. Our whole school agreed values are visible, lived and celebrated, to ensure we provide a safe, supportive, and welcoming learning environment for all students. Teaching and Learning at Rangebank PS is tailored to individual student needs. Our team of experienced teachers and education support staff work collaboratively together to provide a rich and engaging learning program suited to all student abilities. We also have an intervention and extension program to support both high-achieving children and those who need more targeted support. At Rangebank, we understand the importance of preparing students to be ready to learn. We focus on creating a safe and orderly learning environment with flexible learning spaces in the classroom to support students to self-regulate. We also have a strong focus on wellbeing, with a wellbeing team that works closely with families to support students as well as providing outreach for families when needed. We are very proud of our school and the warm and welcoming environment we have all worked hard to create.

SC1. Speech Pathology Knowledge and Practice Demonstrated ability to assess and support speech, language, communication and literacy needs using evidence-based practices. SC2. Student Support and Intervention Demonstrated ability to plan, deliver and evaluate individual and group interventions that improve communication, participation and learning.

SC3. Collaborative Practice Demonstrated ability to work collaboratively with colleagues, families and other professionals to support individuals with diverse communication needs. SC4. Professional Learning and Capacity Building Demonstrated ability to share specialist knowledge, provide practical advice and support others to implement effective communication strategies.

SC5. Communication and Interpersonal Skills Highly developed interpersonal, written and verbal communication skills, including the ability to build positive relationships with people from diverse backgrounds. SC6. Organisation and Professional Responsibility Demonstrated ability to manage competing priorities, maintain accurate records, monitor progress and uphold professional standards.

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.

1. Assessment, Intervention and Student Support Conduct speech, language and communication assessments using appropriate standardised and informal assessment tools, observations and consultation with school staff and families. Identify students' strengths, communication needs and barriers to accessing classroom learning. Plan, deliver and evaluate evidence-based individual and small-group interventions targeting receptive and expressive language, speech sounds, phonological awareness, literacy-related language skills and social communication. Provide targeted support for students with complex communication needs, including the development and implementation of Augmentative and Alternative Communication (AAC) strategies. Establish measurable intervention goals, monitor student progress and adjust interventions in response to student outcomes. Collaborate with teachers to ensure interventions align with classroom learning and individual student goals.
2. Multi-Tiered System of Supports (MTSS) Contribute to the planning and implementation of speech, language and communication supports across the school's MTSS framework. Provide specialist advice to strengthen Tier 1 classroom practices that support oral language, vocabulary development, comprehension and communication. Develop and deliver targeted Tier 2 small-group interventions for students requiring additional speech and language support. Provide intensive Tier 3 assessment, intervention and consultation for students with significant or complex communication needs. Collaborate with the Wellbeing and Inclusion Team to identify students requiring additional support and determine appropriate intervention priorities. Support the development of consistent, evidence-based communication strategies across classroom and intervention settings.
3. Disability Inclusion and Individual Student Planning Contribute specialist speech pathology knowledge and assessment information to Disability Inclusion Profile processes. Conduct relevant assessments and prepare professional reports to identify communication-related functional needs and the adjustments required to support students. Assist teachers and the Wellbeing and Inclusion Team to identify, document and implement reasonable adjustments for students with additional communication and language needs. Contribute to the development, implementation and review of Individual Education Plans (IEPs), including measurable communication-related goals. Participate in Student Support Group (SSG) meetings and multidisciplinary case discussions where specialist speech pathology input is required. Support the collection, interpretation and documentation of evidence relating to the frequency, intensity and nature of adjustments provided to students.
4. Staff Capacity Building and Professional Learning Provide practical advice, coaching and modelling to teachers and Education Support staff on effective strategies to support students' speech, language and communication development. Develop and deliver professional learning related to oral language, communication, AAC, literacy-related language skills and inclusive classroom practice. Support Education Support staff to implement targeted speech and language intervention activities under appropriate professional guidance. Develop practical resources and communication strategies that can be embedded into classroom routines and intervention programs. Work collaboratively with classroom teachers to promote communication-supportive learning environments and consistent implementation of recommended adjustments.
5. Collaboration, Consultation and Family Engagement Work collaboratively as a member of the school's Wellbeing and Inclusion Team to support coordinated and effective student interventions. Communicate assessment findings, intervention goals and recommendations clearly and sensitively to families, teachers and relevant school staff. Collaborate with external speech pathologists, allied health professionals, Student Support Services and community agencies, with appropriate consent, to coordinate student support. Provide advice and resources to families to support the development and generalisation of communication skills. Demonstrate culturally responsive practice when working with students and families from diverse cultural and linguistic backgrounds.
6. Documentation, Organisation and Professional Responsibilities Maintain accurate and confidential assessment records, intervention plans, progress notes and professional reports in accordance with school and Department of Education requirements. Manage and prioritise an allocated caseload in consultation with the MTSS Tier 2/3 Leaders, ensuring services respond to identified student needs. Monitor and evaluate the effectiveness of interventions and provide recommendations for ongoing support. Maintain current professional knowledge and engage in relevant professional learning and supervision. Adhere to Speech Pathology Australia's professional standards and relevant Department of Education policies, including Child Safe Standards, privacy, confidentiality and mandatory reporting obligations. Provide specialist advice regarding appropriate speech pathology resources, assessment tools and communication supports. Undertake other duties consistent with the professional scope of the position, as directed by the Principal.

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

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.

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