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Form of workKalianna is celebrated across Victoria for its distinguished English and Wellbeing programs, marking its leadership in these areas. The school, operating with pride since 1963, has recently concluded an 8-year rebuild, transitioning into modernised buildings that significantly enhance instruction in classrooms and other learning spaces.
At the core of Kalianna School is its guiding principle, "Unite and Inspire," alongside its foundational values of Creativity, Inclusivity, and Positivity. These values are the benchmarks for all actions within our school community.
We aim to create a welcoming environment that promotes shared learning and nurtures a caring atmosphere. Our goal is to develop confident, creative, and resilient learners determined to achieve their best.
Kalianna School places a high priority on meeting the comprehensive needs of its students, encompassing social, emotional, academic, physical, sensory, and personal care aspects. It is a place where diversity in abilities and cultural, racial, ethnic, and social backgrounds is respected, always striving to cater to the diverse needs of our community.
Our mission is to inspire students to achieve their fullest potential through:
A research-based English program.
A research-based Mathematics program.
Establishing a core knowledge base of academic and social competencies rooted in our fundamental values of positivity, creativity, and inclusivity.
Holding high expectations for all students to reach their personal best in social, academic, physical, and emotional aspects.
Fostering a culture of learning enriched by positive relationships among students, staff, parents, and the wider community.
Encouraging responsibility for self-motivated, lifelong learning.
Creating a positive, caring, stimulating, and joyful learning environment that upholds high standards of achievement and behaviour.
Kalianna School acknowledges the vital role that all members of the school community play in embodying the school's expectations and values.
The well-being of students, staff, and parents is a fundamental aspect of our approach, highlighting our belief in the significance of each individual and their contributions.
Our whole school planning approach is inclusive, often extending to include contributions from educational experts outside the immediate school community.
1. Demonstrated experience and sound knowledge of speech pathology techniques and the ability to provide speech pathology services and specialist advice on appropriate intervention strategies in a special school setting.
2. Demonstrated ability to deliver a speech pathology service to students and families within the educational environment, based on the Science of Reading.
3. Demonstrated ability to conduct speech and language assessment and reporting and the provision of advice and program delivery and the implementation of Augmented and Alternative Communication devices.
4. Demonstrated capacity to work as part of a collaborative, multidisciplinary professional team.
5. Demonstrated ability to design and deliver professional learning for teachers and other relevant professionals in the area of language and communication based on the Science of Reading.
6. Describe how you inspire and unite students, colleagues, and the wider community, facilitating a seamless flow of information that supports student agency, well-being, and engagement based on our school values of Positive, Creative and Inclusive.
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.
Speech Pathologists have an in-depth knowledge of all aspects of communication including speaking, listening, language, pragmatics and reading, in addition to augmentative communication methods (signs, symbols and gestures). They work as part of multidisciplinary teams in schools to support students and teachers.
Speech Pathologists assess and treat communication impairments, disorders or disabilities, as well as complex communication needs arising from disorders such as autism spectrum disorder, cerebral palsy or intellectual disability etc.
Speech Pathologists are experienced in the assessment and treatment of communication difficulties and provide intervention and support to teachers and families in the development of effective programs and strategies for students with additional communication needs that create barriers to learning.
Services provided by speech pathologists may include (but are not limited to):
- conducting speech and language assessments (e.g., speech, oral language, STA, phonological awareness, voice, fluency, pragmatics etc)
- completing assessment reports and individual learning plans
- meeting school requirements for assessment and reporting
- providing speech therapy intervention to individual students and groups of students
- consulting with teachers and providing advice about relevant teaching and learning strategies in order to build capacity in the school
- leading the Speech program across the school, and coordinating and supporting teachers and ES staff to continue the speech program in the classrooms
- liaising with class teachers to prepare and document management plans regarding therapeutic support
- collaborating with allied health professionals in response to the needs of students, their families and schools
- reporting to the Principal staff regarding support requirements
- providing professional development for teachers and integration aides in relation to speech and language
- providing support, advise and recommendations in line with the schools Disability Inclusion profile
- providing professional advice to staff and parents if required within the school community
- maintaining confidentiality at all times.
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
- 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
