Speech Therapist

Peninsula Specialist College is a dual mode setting for students with a diagnosed intellectual disability. The school caters for students 5-18 years of age in its primary and secondary departments. We offer comprehensive curriculum programs using the Victorian Curriculum F-10 and Foundation VCAL to ensure that all students achieve personal success. Every year an Individual Learning Plan is designed for each student providing a personalised and differentiated approach to learning.

Peninsula Specialist College believes that every child has the ability to learn in an environment of dignity and respect. Students are encouraged to take responsibility for their own learning and become successful learners, capable of building positive relationships across the school and wider community.

All staff at Peninsula Specialist College work within multidisciplinary teams focusing on students¿ academic, social and emotional goals.

Therapeutic interventions are the foundation of the educational programs at Peninsula Specialist College. Occupational Therapy based programs assist in the regulation of students¿ nervous systems, ensuring they are ready to learn. Every student has a functional communication modality ensuring their voice in their learning. An embedded Physiotherapy program assists students with their strength, conditioning and mobility.

Peninsula Specialist College is a School Wide Positive Behaviour School. Understanding student behaviour is a key to helping our students achieve the best possible outcomes at the school, home and in the community. All staff participate in training which builds their capacity to prevent and respond to behaviour in a positive and consistent way across the school.

Our Vision

Peninsula Specialist College aims to foster students in being happy, resilient and confident individuals who work towards optimal independence through lifelong learning. They will be responsible, caring and respectful members of their community who acknowledge and respect cultural diversity. Students will be positive role models who are engaged with the school and the wider community. Students will also advocate for themselves utilising effective communication.

Peninsula Specialist College students and staff will take every opportunity to ensure the wellbeing, empowerment and safety of all.

Our Values

Our school values reflects the positive behaviours of our school community: Be a Learner, Be Respectful, Be Safe and Be responsible. These values apply in the classroom, playground and in the community. They are implemented and expected by all members of our school community.  

We are a School Wide Positive Behaviour Support School.

School-wide Positive Behaviour Support (SWPBS) is an evidence-based framework for preventing and responding to student behaviour. It aims to create a positive school climate, a culture of student competence and an open, responsive management system for all school community members. It includes analysis of data in professional learning teams, implementation of evidence-based practices and organisational systems for establishing safe, purposeful and inclusive school and classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students.

Our school purpose is supported by the following school values that are central to the life of the school.

Be Responsible ¿ Be Respectful ¿ Be Safe ¿ Be A Learner

SC1 Application of Speech Pathology approaches and methods related to service delivery which include complex communication needs, augmentative and alternative communication (AAC) as well as Autism Spectrum Disorder.

SC2 Ability to deliver a comprehensive Speech Pathology service to students and families in a specialist educational environment.  Service encompasses assessment, analysis, reporting, individual/group work, education and program delivery advice

SC3 Demonstrated capacity to work as part of a collaborative professional team and contribute to the achievements of the team through well-developed communication, networking and interpersonal skills

SC4 Ability to contribute to the design and delivery of professional learning to other relevant professionals, in the area of Speech Pathology combined with a demonstrated commitment to professional learning and growth for both self and others

SC 5 Demonstrated high level oral and written communication skills.

The role of a Speech Pathologist within the school is to provide consultative and direct therapy services within the school environment.  It includes providing speech pathology services that meet the needs of the students, school staff and their families.

The position would work across both primary and secondary classes under the direction and supervision of a senior therapist with opportunities for professional development.

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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Clinical

Provide assessment and implement appropriate therapy programs for students.

Provide speech pathology consultancy to teachers including support in the development of individual educational programs and classroom management.

Design, implement and evaluate therapy according to students¿ individual needs in collaboration with teaching staff.

Work collaboratively with teachers, other therapists, therapy assistants, classroom education support staff and parents to provide the best possible outcomes for the students.

Work in a way to support consistent implementation of whole school and sub school therapy supports.

Maintain records and relevant documentation.

Professional

Ensure a high personal standard of work.

Assist in the provision of professional development for staff at the school.

Undertake relevant professional development.

Establish links with relevant Speech Pathology networks.

Responsibility for the maintenance of resources in conjunction with other staff.

Engage in the development of school policies and procedures which relate to speech pathology services, planning and delivery.

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

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