Job posted: 22/04/2024

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 20/05/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Health and Allied Health

Reference: 1412005

KSC 1. Experience and sound knowledge of speech pathology techniques and the ability to develop, provide and evaluate speech pathology services and provide specialist advice on appropriate intervention strategies.

KSC 2. Demonstrated ability to deliver comprehensive speech pathology services to students and families within an educational environment including speech and language assessment, reporting and the provision of advice on program delivery.

KSC 3. Demonstrated capacity to work as part of a collaborative, multidisciplinary professional team and contribute to the achievements of the team.

KSC 4. A strong capacity to apply highly developed conceptual and analytical skills in the provision of student support services and work with children, young people and their families.

KSC 5. Demonstrated ability to design, deliver or broker professional learning, preferably for teachers and other relevant professionals, in the area of language and communication.

KSC 6. A highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people within the educational community and beyond.

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. To assess the individual speech/communication needs of students as required

2. To participate in class communication sessions in liaison with the class teacher.

3. To support staff in developing skills to enhance students communication skills both in groups and/or on an individual basis.

4. To support parents in developing skills to enhance their child's communication skills appropriate to their children via group and individual sessions.

5. To develop individual goals and report against these goals at the end of each year.

6. To provide recommendations to guide teachers and ES staff in structuring programs to best facilitate the development of communication skills for students.

7. To provide professional development sessions on communication development, augmentative and alternative communication systems, implementation of communication systems in classrooms and use of resources including software applications.

8. Create and maintain appropriate records for students.

9. Provide oral and written reports as necessary.

10. Continue to seek knowledge of best practice and engage in professional development activities accordingly.

11. Liaise with external agencies and community networks.

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

The Department of Education and Training 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.

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

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at

• 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

Rosamond School is a day special school. Our mandate is the provision of exemplary individual programs for our students - young people with a clinically diagnosed mild or mild/moderate Intellectual Disability whom live in the Inner West of Melbourne. The eligibility of our students to qualify for our setting is based on a Full-Scale Intelligence Quotient (FSIQ) of 50-70. Many of our students are also diagnosed with Autism Spectrum Disorder (ASD), Down Syndrome and/or Cerebral Palsy.

Our vision is for exemplary learning to be delivered by outstanding and dedicated staff inspiring all to be confident, resilient and independent individuals, valuing self and others. 

Our values are: Honesty; Acceptance; Respect; and Trust.

We provide an inclusive, safe and supportive environment for all to reach their full potential at school and beyond.

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