Speech Therapist (Hours negotiable)
Job Id: 1357324
Ed Support Level 1-Range 4
Fixed Term , Full time (38 hours per week, negotiable)
Start Date: 02 October 2023
Contact Person: Debra Gibson
Contact Number: 03 8765 0111
School Website: www.dovetoncollege.vic.edu.au
Doveton College is a unique, diverse and vibrant learning community. It is unlike any other educational setting in Australia. Located in the south eastern suburbs of Melbourne, Doveton College resides in one of the most disadvantaged metropolitan regions of Australia.
In 2009, the Colman Foundation approached the Victorian Government with a desire to become directly involved in the education of young people who come from a background of disadvantage, including high migrant and refugee groups. Based upon the success of this partnership and the Doveton model, Doveton College has become the lighthouse for Our Place – an organisation that supports the implementation of this community based, inclusive model across 10 sites in Victoria. All Our Place sites have the goal of changing the life opportunities of young people by supporting families and communities to access education, health and wrap around services with the school at the centre of the services.
Doveton College is complex in its operation; it seeks to support, foster and develop opportunities for all members of the Doveton Community including children, young people, and adults. The focus is on providing high quality teaching and learning programs across the 0 – 15 range with additional learning opportunities for parents and the wider community members. It provides a wide range of wrap-around educational and allied health support for Baby College, Maternal and Child Health services, and Adult Learning opportunities. Early Learning has been accredited as a Centre of Excellence operating a long day setting, with a focus on intentional learning through explicit teaching in a structured learning environment.
The College is a vibrant learning hub with approximately 100 children in the Early Learning Centre, more than 600 students in Foundation to Year 9, 150 involved in play groups, 70 regular volunteers and 150 participants in adult education courses. Each week students from Foundation to Year 9 participate in the Doveton Engagement and Enrichment Program (DEEP) which operates as an extension to the school day and includes sports, performance, technology and artistic programs.
In addition to a large, multidisciplinary wellbeing team the College manages a broad range of co-located services to support children and families, including paedatrician, GP, speech therapists, occupational therapists, counsellors, Maternal Child Health services and many more.
The community expectation is that the College will provide a safe and secure environment where the individual student can learn and develop to their full potential. In the school setting, high quality teaching and learning is non- negotiable. All staff are expected to commit to driving this agenda by their professionalism and dedication to the
Doveton College mission of vision. The Doveton College vision is clear and is based on the belief that every child will succeed. There is a commitment to:
- student growth in their learning :
- empowering all our children and young people to be creative, curious, to explore, and discover – to strive and to excel
- a rigorous and dynamic curricula to meet the needs and promote the growth of every child and young person
- a strong learning culture and team approach based on the values of respect and tolerance, high achievement and excellence, engagement, participation and leadership
- the belief that learning occurs in partnership with parents and the support of the community.
SC1 Demonstrated ability to develop and deliver a comprehensive student centred Speech Therapy service to individual students and small groups of students in an educational setting.
SC2 Demonstrated ability to work in collaboration with interdisciplinary teams, school staff and parents/carers, including highly developed interpersonal, verbal and written communication skills.
SC3 Demonstrated ability to be flexible and adaptable in the provision of service and to accept and act upon feedback and critical reflection.
SC4 Experience and knowledge in providing and supporting interventions, or case management, that address communication disorders, social learning, self – regulation, organisation and play for students.
SC5 Demonstrated ability to work with students who present with complex needs and/or challenging behaviours.
SC6 Demonstrated understanding of trauma informed practice and the capacity to cater for students with a wide range of trauma backgrounds and educational needs.
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.
- Manage the delivery of Speech Therapy services to students, teachers, parents and other school clients.
- Provide strategic advice on specific support services and their impact on students, school curriculum and services.
- Provide support and professional development for staff
- Provide specialised Speech Therapy intervention for individual students, or small groups of students
- Provide case management for specific students
- Provide triage support in the Wellbeing team
- Work as a member of a multidisciplinary team to address student access to the curriculum and individual student goals.
- Collaborate with teachers to implement appropriate strategies to improve student inclusion and outcomes
- Collaborate with teachers on student goals and report writing.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 (see Workplace adjustment guidelines).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: [email protected]
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:
Child Safe Standards: Policy | education.vic.gov.au
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Work hours is negotiable.
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- 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 two 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx