AddressDear Applicant
Thank you for your interest in the advertised position at Warrnambool College. At a time of exciting growth and continuous school improvement, this is an excellent opportunity for a highly motivated, dynamic professional to be part of our team.
At Warrnambool College we achieve success through persistence, resilience and mutual respect.
The College values are:
Resilience, strength, mutual respect, courage, trust, global learners, honesty, accountability and persistence. Our moral purpose to improve educational outcomes and opportunities not just for our students, but for every student. Based on this ethos we promote the ideal that every Warrnambool student should thrive.
School profile
Warrnambool College is a Year¿s 7-12 secondary school situated within parkland in the eastern area of the city of Warrnambool. Students from the City of Warrnambool and the surrounding rural districts attend the school which has a stable student population of more than 1200 students with boys and girls in approximately equal numbers. Our staffing profile of approximately 150 members includes 3 Assistant Principals, 20 Leading Teachers, teaching and education support staff, wellbeing team members and a separate reengagement staffing complement.
Warrnambool College strives to provide quality pathways for all students.
School values, philosophy and vision
The primary aim of Warrnambool College is to prepare students for life as active, happy, healthy citizens. We provide opportunities to develop the academic, social and personal skills which will allow them to participate in and contribute to the community as competent and informed global citizens. Our College recognises and strives to meet the individual needs and educational requirements of all students.
We make a strong commitment to child safety and consider this the duty of all child related staff workers.
Warrnambool College offers an educational program which is diverse and interesting and allows students to experience success in an environment which is safe and supportive. We are innovative in curriculum development and always look to provide a contemporary, relevant program. This practice is reflected across the College as a whole and all teaching staff take part in Professional Learning Teams. The daily structure of the school operates on a four-period day; each period consists of 70 minutes.
The Warrnambool College Way outlines the school¿s vision and values. This is integral to the work that we do and is the foundation of our school community. Students, staff and members of our school community are encouraged to live and demonstrate our core values of respect, integrity and kindness at every opportunity.
Our school¿s vision is to empower students to reach their personal best, and fully equip them to contribute positively to society as happy, healthy young adults. Our narrative is to work towards ¿Every Warrnambool student thrives¿. Our value statements are Persistence, Resilience and Mutual Respect. These are embedded into our SWPB framework, student management policies and Attitude and Effort reporting structure.
Student Welfare:
Warrnambool College has a student welfare structure which is based upon the organisation of students into six House Groupings. Each House has a House Leader supported by two Assistants. There is a strong focus on Pastoral Care. Our College Wellbeing centre encompasses our Wellbeing coordinator, Student Counsellors, `Big Life¿ program coordinator, School Nurse and Speech Pathologist who all play a vital role in caring for students at all year levels. Warrnambool College has a commitment to zero tolerance of child abuse and safety of children with a disability, from Aboriginal or Torres Strait Islander backgrounds and students with diverse sexual and/or gender identification.
Parent Involvement:
The College prioritises communication with all families through a range of mediums including the online communication tool, Compass. Parents and guardians are encouraged to become involved in College activities and the education of their children in all areas of the curriculum. Opportunities exist for parents and guardians to contribute at the policy-making level via our College Council and its various sub-committees.
Education Programs:
In Years 7-10 students are able to participate in studies from all areas of VicCurric and where applicable the Australian Curriculum. At Year 7 there is a common curriculum which aims to develop the students' competence in literacy, numeracy, the arts and technology as a foundation for success in future studies. In Year 8 students participate in Elev8 which is an integrated subject of Humanities, English and Health, whilst beginning their elective journey in the technology, the arts and languages area.
In Year 9 students participate in PhoenIX which has student centred inquiry-based learning at the heart of this innovative program. At Year 10 students enjoy an extensive program of semester units which provide diversity, challenge and the opportunity to pursue studies of particular individual interest. The VCE timetable aligns with Year 10 units allowing for advanced study if desired. Students are also able to participate in educational extension and enhancement programs in addition to their normal studies. Students interested in vocational education can opt into the vocational major stream, with the opt-in option of VET being included in their timetable.
The College is accredited to teach the SEAL program and is a founding member of the academy of accredited SEAL schools. Students who enter this gifted and talented program must complete testing in Year 6.
In Years 9 and 10 students are introduced to the broad range of services available from the Careers Centre and they are encouraged to use this facility in planning for future studies or in preparing for entry to the workforce.
The College also has a select entry Sporting Pathways Program. Students enter this program via an application process and successful completion of peak fitness and physio testing. The SPP program runs from year 7-10.
Student achievement at the VCE and VM level is outstanding at Warrnambool College. An extensive range of units are offered from mainstream academic studies through to Vocational Education and Training courses in areas such as Automotive, Building, Community Services, Engineering, Electro technology, Beauty, Plumbing, and Hospitality.
Our College recognises the diverse needs and aspirations of senior students and offers a curriculum that maximises their opportunity for entry into further studies, apprenticeships or career paths.
A thorough careers counselling process is a feature of our school¿s program which is aimed at meeting the specific needs of each VCE student. Student success at the VCE level is a major objective of our College.
The School operates numerous specialist academies for students to participate in (sport, drama, music, arts, cooking). These academies train regularly and compete at both local and state level.
Students are encouraged to participate in additional College activities which include sport, instrumental music, Performing Arts, public speaking and debating, academic competitions and student leadership amongst others. Opportunities are provided for students to participate in extension programs which include work experience, camps and international language and cultural tours. The achievements of our students in academic, sporting and cultural endeavours have been widely recognised at local, state and national levels.
Warrnambool College has developed a range of strategies to promote engagement, positive behaviour and respectful relationships for all students in our school. We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn
SC1 Possess relevant recognised qualification in Speech Pathology and relevant clinical experience and knowledge in speech and communication including research-based interventions.
SC2 Demonstrated understanding and commitment to the development and implementation of dynamic speech pathology programs for students, utilising data to make informed decisions.
SC3 Demonstrated ability to design and deliver professional learning for teachers and Education Support Staff in the area of language and communication.
SC4 Demonstrated capacity to lead and deliver individual and small group speech therapy and communication programs to students who require additional support within a group setting.
SC 5 Demonstrated ability to participant in and contribute to a collaborative working environment in a transdisciplinary team and develop supportive professional working relationships with staff and students.
Attendance is not required during the holiday breaks
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 support services to students, teachers, parents and other school clients.
- Ensure all external providers deliver the required service.
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 (the department) 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 *** or email on: **********@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
POSITION TITLE: Speech Pathologist
DEPARTMENT: Literacy
PRIMARY PURPOSE AND OBJECTIVE OF THE POSITION
The Speech Pathologist position is an integral part of the College's Tutor Learning Initiative team and Literacy Support team providing a wide range of support to students, staff and families. The Speech Pathologist liaises with Education Support staff, Learning Specialists, teachers in all learning areas, and professionals in the community to provide support and advice to students, staff and families.
This position requires a demonstrated understanding of professionalism, integrity, responsiveness and effective communication skills. The Speech Pathologist must be able to relate to, and interact with, a wide range of clients, service providers and Department of Education staff while maintaining client confidentially. Helping all students to become successful learners through inclusive education is the prime focus of this position.
ORGANISATIONAL RELATIONSHIPS AND IMPACT
The Speech Pathologist position has a broader organisation responsibility, particularly in the areas of
- Data collection and analysis
- Building capacity of staff
- Language and literacy assessments
- Providing adjustments teachers can make in teaching, classroom environment or resources provided to students
As a provider of professional services within a particular field there will be a high level of independence and accountability for the delivery of and achievement of objectives at this level.
The position is required to work cooperatively, collaboratively, and consistently with all staff.
REPORTS TO
The Speech Pathologist is part of the Tutor Learning Initiative working alongside the Literacy Support team whose responsibility is to work cooperatively as part of a team, ensuring students and staff are working towards the objectives of the Tutor Learning Initiative.
This position works closely with the Education Advisory Team and other staff in Leadership positions and Principals, and has line management to the Assistant Principal.
CLASSIFICATION CONTEXT AND TASK LEVEL
· The role of the Speech Pathologist is to provide support to staff and students to ensure learners can access and participate in the curriculum. At times this includes providing intervention for individuals or groups, coordinating programs, consulting on appropriate strategies for literacy learning, task demands, sharing information, and interpersonal interactions , across a student's day.
· Manage the delivery of a professional support service in a school, including the development of policy and operational practices that will guide the work of others, including teachers
· Provide expert advice in the professional field, which will influence the strategic approach to student support and learning, Conduct comprehensive assessments including diagnosis and collect evidence for funding application to support educational programming for individual students in accordance with professional and industry standards, that may have significant consequences for clients and their families
· Provide leadership, training, and development for others in the adaption and application of professional fields of knowledge.
· Apply sound theoretical knowledge and practical expertise in developing service delivery options
· Undertake advanced interventions in dealing with particularly complex cases that may require interdisciplinary or agency collaboration
TYPICAL FUNCTIONS
Typical Tasks:
Speech pathologists are responsible and accountable for the delivery of professional therapy support services.
Staff in this position will:
- Be a current financial member of Speech Pathology Australia with Certified Practising Speech Pathologist (CPSP) status.
- Be accountable for the provision of therapy services to students and their families in accordance with clearly defined policies and objectives of the school.
- Manage a varied diagnostic caseload.
- Liaise with and provide information to parents, staff and students.
- Work with teaching, education support and wellbeing teams to develop and implement individual learning plans and support students to achieve identified learning outcomes
- Build capacity of teaching and learning teams to improve practice through mentoring, feedback, observations, coaching and clinical and operational support
- Identify training needs and development of teachers, and other ES staff within the work area
- Conduct training and instruction to school colleagues within the professional field
- Participate in the Performance and Development Program process to identify the need for, and participate in, specific areas of professional development
- Follow existing school processes, guidelines and establish procedures and, where necessary, make modification and adapt the way the work is organised
- Observe and apply safety procedures within work and teaching areas in accordance with school policy and relevant safety legislation
- Create student-centerEd Supporting documentation for Disability Inclusion Profiles and attend Disability Inclusion Profile meetings as required
- Contribute to classroom programs that support student participation, independence and skill development
In relation to Administrative tasks and Interpersonal Skills the speech pathologist will :
- Demonstrate a high level of written and verbal communication skills.
- Maintain confidentiality at all times. Be accountable for the maintenance and confidentiality of school records on Compass, student documentation on Google Drive and speech pathology files.
- Provide comprehensive assessment reports, including recommendations for consideration by others.
- Prepare individual education plans
- Work within transdisciplinary teams to complete the school¿s requirement for student documentation.
- Be responsible for personal administrative tasks.
- Liaise with relevant Learning Area Leaders, House teams, wellbeing team, disability inclusion leader and literacy and numeracy learning specialist regarding support requirements.
- Identify the need for purchasing equipment and materials, completing Purchase Orders and purchasing items.
Administration
· Undertake relevant staff professional development and training.
- Comply with the College's code of conduct, policies and procedures
- Demonstrate the College's organisational values on a daily basis
- Commit to child safety, access, and equity principles in carrying out work functions
- Maintain a healthy and safe working environment.
- Other duties as requested by the Principal
- 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
