Speech Therapist

Iramoo PS recruits staff who have:

• positive attitudes
• 'get along' skills to relate positively to students, parents and their colleagues
• enthusiasm for teaching and learning

Iramoo Primary School is located in Wyndham Vale in Melbourne's rapidly growing outer western suburbs. The school is well established, has excellent facilities and has provided outstanding education for local children since 1978.   Iramoo has a tradition of promoting student excellence in literacy, numeracy, Physical Education/sports and all areas of the Arts. The school currently also provides students with specialised classes in Spanish language and Digital Technology including a 1:1 iPad program for all students from Years 4 -6.

Iramoo currently has a population of 550 students in 2024, this allows the school to maintain relatively small class sizes with a current average of approximately 24 students per grade arranged in single year level classes from Prep to Year 6.  Iramoo is a richly diverse community where our students develop strong intercultural understanding, tolerance and respectful relationships with others.

Iramoo is extremely well resourced and has modern buildings and grounds that are maintained to a high standard. The school's very well-presented classrooms and impressive external environment have been greatly enhanced by major landscaping works in recent years providing students with six adventure playgrounds in addition to several very attractive outdoor learning and passive recreation areas. 

The purpose of Iramoo Primary School is to create an environment in which children thrive and all available human and physical resources are devoted to this goal.

SC1 Demonstrated ability to deliver high quality speech therapy and communication programs for students who require additional speech therapy support, including the capacity to apply highly developed assessment, conceptual and analytical skills.

SC2 High level organisational, communication and interpersonal skills including the ability to consult with and work with other professionals in providing services to students with complex needs and challenging behaviour.

SC3 Demonstrated ability to design and deliver a comprehensive speech therapy support and intervention program in a school with implementation supported by teachers, Education Support staff, parents and relevant professionals, including providing specialist advice on appropriate intervention strategies to meet student needs.

SC4 Demonstrated ability to participate in and contribute to a collaborative team environment, developing supportive professional working relationships with staff, students, parents and carers, and providing advice and guidance to all involved.

SC5 Capacity to reflect upon personal practice, evaluate and participate in ongoing professional development to continually improve their professional competence.

The Speech Pathologist¿s role in the school is primarily to assess and treat students who have been identified as having speech and or communication difficulties. The speech pathologist¿s role is to liaise with parents, teachers and staff about the student and provide information, as well as strategies to assist the student¿s recovery and learning.

The speech pathologist will:

• conduct screening, diagnostic assessments and evaluations as required
• write, print and provide duplicate copies of reports on screening results and diagnostic assessment for the relevant persons (teacher, parent & school records)
• provide verbal progress reports as required and written progress reports to be placed in the student¿s December report
• provide therapy and intervention sessions as per timetable (group or individual sessions)
• observe students working in the classroom, if required
• complete the communication book each day with attendance noted for all students participating in speech therapy sessions
• meet with the contact teacher on Wednesday (fortnightly) at 8:30am and at other times when required.
   
  The speech pathologist will report to the contact teacher for the following issues:
• referrals
• information regarding parents, teachers and Education Support Staff (ESS) and other people involved with the student, for contact information.
• if days or times need to be changed.

The speech pathologist in consultation with the school will make decisions about the type of assessments and therapy required by the student. The speech pathologist will obtain consent from parents before completing assessments or therapy.

The Speech Pathologist will require at least 1 hour per day of working at the school for administrative tasks. In 2024 this will be from 3:00pm ¿ 4:00pm on each working day.

At all times the speech pathologist will be professional and respectful in their conduct, speaking respectfully about children, parents and teachers.

Should the school staff or parent have any issue with the Speech Pathologist, the Speech Pathologist can be approached directly.

Qualified Speech Pathologists.

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 *******@education.vic.gov.au

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

Starting date and time fraction are negotiable.

• 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