Selection Criteria

1. Demonstrated capacity to work across all areas of a School with students who have a moderate to severe intellectual disability.

2. Knowledge of the use and application of a wide range of augmentative and alternative communication systems and strategies for children with an intellectual disability and have a commitment to implementing these forms of communication.

3. Recognize the importance of working positively and effectively within a multi-disciplinary team in a trans-disciplinary way.

4. Demonstrate excellent communication and interpersonal skills including the ability to communicate effectively with families, care givers, staff and other professionals on service delivery and student-based issues.

5. Commitment to professional learning and growth, including the delivery of professional development to others.

Role

The position involves working with children who have a moderate to severe intellectual disability and/or multiple disabilities within an educational framework.
A degree in Speech Pathology
Eligibility for membership to Speech Pathology Australia
Work collaboratively within a multidisciplinary team in a transdisciplinary way.
Conduct assessment of students in areas such as, communication, alternative and augmentative communication, speech, language, swallowing/meal times and social/behavioural needs, which supports the development and implementation of education goals.
Design and implement educational programs in collaboration with teachers, parents/ carers, according to student individual needs.
Provide classroom teams with strategies to assist the students toward maximum access to, and participation in, all aspects of the curriculum.
Engage in professional development opportunities to broaden knowledge and skills.

Responsibilities

Assist teachers in writing Individual Educational Plans
Assess, prescribe, design, train and implement Augmentative and Alternative Communication systems and strategies (low and high tech) with students, such that communication skills can be facilitated in every class across the day.
Document and maintain accurate records and report student progress.
Work with other therapists in multi-disciplinary team, developing integrated programs to address individual student needs.
Assessment and report writing for individual students for funding under disability inclusion.
Attend school based and relevant professional learning and integrate this into practice.
Develop and deliver professional development to staff, parents and carers as required in the areas relevant to Speech Pathology.
Attend relevant meetings
Demonstrate satisfactory work performance through an annual performance review process.

Who May Apply

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

EEO AND OHS Commitment

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 (see Workplace 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 marrung@education.vic.gov.au

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

• 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

Location Profile

Coburg Special Developmental School caters for 62 students aged 5-18 with an intellectual disability typically with an IQ below 50. Some students have additional learning needs such as challenging behaviours, communication, and high sensory needs. We provide a caring and challenging environment that enhances learning, personal growth, and wellbeing for all students.
Coburg SDS relocated in April 2024 to a new purpose-built school still located in Coburg and we are very proud of our calm and peaceful environment. Our new school has permanent facilities that allows us to cater for up to 96 students.
Coburg SDS staff work as a cohesive trans-disciplinary team with a child-centred approach which includes well established positive behaviour supports across the school, weekly classroom child centred learning collaborative meetings with our therapy staff, and allocated team planning time.
We have small class sizes and offer H&PE, Music and Art as specialist subjects. Our senior students run our Cafe Coburg as part of their internal Work Experience.
Coburg SDS delivers educational programs that build independence, engagement, and improved outcomes and are looking for staff who are eager to join a team that will `make a difference¿ for our school. Our current strategic plan ensures communication, functional skills and social and emotional learning are embedded through all aspects of our programs. We provide our students with a practical and functional program that includes social, physical, sensory, and work education. The development of effective communication systems for all our students is a major focus. Our curriculum is based on the Victorian Curriculum with a majority of students working on levels A-D.
Learning goals for each student are established through negotiated education plans developed in collaboration between education and therapy staff and families.
Our three school values ¿Building Relationships¿, ¿Building Communication¿ and ¿Building Independence¿ are an integral part of our school day and reflect the importance placed by the school on our SW-PBIS framework.