Information for applicants
Applications must be limited to a one-page summary sheet and detailed resume-.
The NTPS values diversity and aims for a workforce that represents the community. The NTPS encourages people from all diversity groups to apply for vacancies. For more information about applying for this position and the merit process, go to the OCPE website.
Under the agency’s Special Measures Recruitment Plan eligible Aboriginal and Torres Strait Islander (Aboriginal) applicants will be granted priority consideration for this vacancy. For more information on Special Measures, go to the OCPE website.
Primary Objective: Working within a Response to Intervention (RTI) framework, and in a multi-disciplinary team, to provide information and support to young children and students, schools, families and other agencies to enable young children and students with speech, language and communication needs to access and participate in educational programs and activities in a range of school and community settings according to the Students with Disability Policy.
Context Statement: Student Wellbeing and Inclusion works collaboratively with schools, students and their families to strengthen a whole of system approach to assist students to develop into healthy, resilient young people who can maximise their learning opportunities and wellbeing. Student Wellbeing and Inclusion is part of Early Years and Education Services, which is focused on quality teaching and ensuring all children and students (from birth to Year 12) can learn to their potential.
Key duties and responsibilities:
1. Provide support in planning, coordinating and delivering speech pathology services that focus on enhancement of educational programs and outcomes for young children and students with speech, language and communication needs and who are experiencing barriers to learning across a variety of settings.
2. Collaborate with and work within an education team (class teachers, advisors, support staff etc) to assist young children and students to develop competencies in the areas of communication, language, learning and literacy.
3. Manage a clinical caseload consisting of young children and students who experience communication difficulties arising from intrinsic (developmental, presence of impairment) and extrinsic factors (i.e. limited opportunities to communicate).
4. Conduct formal and informal assessments and reviews to identify and determine educational needs of young children and students and specific student cohorts in accordance with departmental assessment criteria.
5. Plan and deliver evidence-informed and culturally appropriate assessment and intervention approaches within curriculum activities and classroom routines to assist young children and students from diverse backgrounds.
6. Provide support in the planning and delivery of professional learning activities and workshops for teachers, assistants and support staff.
7. Contribute to development of research initiatives, strategies and programs to implement inclusive practices and curriculum for young children and students with a communication and language disorder.
8. Identify, assess, advise and implement a range of low and high-technology AAC systems and strategies.
1. Degree in Speech Pathology from an Australian institution, or equivalent; eligibility for membership of Speech Pathology Australia and current working knowledge of paediatric speech pathology services.
2. Demonstrated understanding of contemporary practice, trends and principles in communication impairment and best practice service delivery models for the relevant client group.
3. Demonstrated ability to deliver speech pathology assessment and promote inclusive programs and use of resources to improve educational outcomes for young children and students with communication impairment.
4. Demonstrated cross cultural, interpersonal and communication skills enabling effective interaction with clients, families, team members and service providers and an ability to interact effectively with people from diverse cultural and linguistic backgrounds.
5. Demonstrated ability to work as a Speech Pathologist and perform effectively as a member of a multi-disciplinary education team and the ability to deliver professional learning programs.
1. Clinical knowledge and skills for assessment and management of paediatric dysphagia and mealtime difficulties.
1. Office-based conditions apply to this position.
2. Travel by car, 4WD and/or light aircraft and overnight stays in remote communities is a requirement of the position. A current NT driver’s licence is required and 4WD training will be provided.
Approved: April 2020
General Manager Student Wellbeing and Inclusion
Department of Education, Northern Territory Government