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Student services and support programs

Head Of Special Education

Michelle Mortimer HOSES 
Ph: 3249 1333 
      Office : Support Room located  in the Junior Learning Wing next to the Art Room
      Roles and Duties
·         Lead inclusive practice to develop, articulate and commit to a shared educational vision focussed on providing quality learning outcomes for all students. 
1.    Advocate for and lead change to improve outcomes for Students with a Disability (SWD) 
2.    Attend Leadership meetings 
3.    Run targeted PD for staff 
4.    Lead areas on the school’s Explicit Improvement Agenda and Professional Learning Teams/Communities (eg GLOW)  
  ·         Set high standards for student and staff performance and embed socially just practices in daily school life. 
1.            Build all staff capacity to manage SWD 
  ·         Be Strategic and accountable. 
1.            Manage all data on SWDs, including AIMS, Oneschool Records, NCCD, ICPs, PLPs, and ensure documentation of data is kept updated for moderation of evidence.  Use data to inform best practice. 
·         Manage the human, financial, facilities and curriculum resources of Inclusive education to achieve goals. 
1. Manage a team of support staff 
2. Manage budget for SWD 
         ·         Form partnerships with parents,  government agencies, community groups 
1.            Work with internal and external agencies to manage SWDs eg CHYMS, Autism Qld etc 
2.            Liaise regularly with parents of SWDs  
3.            Transitioning SWD into Prep, from Year 6 to Year 7.
·         Be an active participant in lifelong learning and ongoing professional development. 
1.Keep well informed of best practice and up-to-date knowledge around disability 
2.Comprehensive knowledge of Australian Curriculum and reasonable adjustments 
3.Keep updated on technology and intervention to best support SWDs 
·         Understand the legislation and policies that impact on schooling especially in relation to students with disability.  
1.            Keep updated on frequent changes in policy around disability 
2.            Supply information for and liaise with families about NDIS   


Guidance Officer 

Guidance Officer: Rob Symon 
Phone  3249 1333   Email      
Office : Guidance room is located inside the library (near the administration)
Guidance officers have teaching qualifications with additional specialist training and qualifications in guidance, counselling and psycho-educational assessment.
Roles and Duties
  • Work with identified students and their parents or caregivers, often in conjunction with teachers, specialist support personnel and other community agencies.
1.Assess students' developmental levels and abilities
2. Consider educational adjustment Assess students' placement and specialist support needs
3. Assist students in adjustment to new settings
·      Identify factors that can be barriers to a student’s learning and development, and plan, within a team framework, programs that can help those students achieve positive outcomes. 
1.  Provide small group intervention for example, anxiety & social skill programs
2.   Provide personal counselling in relation to individual safety and crisis management
3.   Helping students manage relationships and behavioural difficulties
·      Lead well-being practice by developing, articulating and committing to a shared educational vision focussed on providing quality learning outcomes for all students.
1.   Mediation and practice with restorative justice
2.   Interagency collaboration and referral
3.   Provide professional Development for staff to build capacity around wellbeing programs embedded in the school’s improvement agenda
Support Teacher Literacy and Numeracy (STLaN)
Support Teacher Literacy and Numeracy : Sue Webster 
School Office Phone 3249 1333   Email- 
Office : Support Room located  in the Junior Learning Wing next to the Art Room
Roles and Duties
·     Provide targeted intervention to students who have additional learning needs
 1.    Understand the needs of individual students and build relationships with them
 2.    Progressing school improvement priorities through expert knowledge of the Australian Curriculum and the school’s Pedagogical Framework
 3.    Use evidence-based programs to assist students with additional learning and support needs. 
 4.    Coordinate literacy intervention programs; MiniLit and Levelled Literacy Intervention LLI
 5.    Maintain the Bandscales for EALD students
·      Build staff capacity to support their teachers by modelling and coaching evidence based intervention.
1.    Work collaboratively with classroom teachers to support student learning, engagement and assessment. 
·      Collaborate with Head of Curriculum and HOSES around embedding differentiated teaching practice and reasonable adjustments to deliver the Australian Curriculum to all students  in a way that promotes the individual needs of  all students
1.    Organize and conduct small group or individual targeted/focused teaching sessions for students who require either support or challenge outside of normal classroom teaching. 
2.    Build staff capacity relating to inclusive practice and curriculum adjustments and discuss data related to the programs being implemented for students.
Speech Language Pathologist
Speech Language Pathologist: Sarah Moller 
School Office Phone 3249 1333   Email- 
Office : Support Room located in the Junior Learning Wing next to the Art Room
Speech language pathologists are health professionals who form part of the educational team supporting speech, language and communication of all students to achieve their academic and personal potential. Speech language pathologists diagnose and treat difficulties in communication, including; 
·         Speech production 
·         Language (understanding and producing language) 
·         Literacy 
·         Fluency (stuttering) 
·         Voice 
At Wellers Hill State School the Speech language pathologist supports students within a whole school approach. This means that support is offered for students across three levels (differentiated, focussed and intensive). This includes; 
·         Consultation with school team (class teachers, support team) 
·         Targeted prep oral language screening 
·         Spoken Language and Emergent Literacy program (prep) 
·         Targeted group oral language and speech production intervention 
·         Individual assessment and intervention for communication and literacy 
·         Complex communication support 
The Chaplain, Stephanie Kennedy,
School Office Phone 3249 1333.
Office : Chaplaincy room located above the uniform shop
Stephanie is at the school at Monday, Tuesday, Wednesday and Friday morning.
The role of the Chaplain is to provide pastoral care to students, staff and parents through one-to-one sessions, support groups and referral to other agencies.
  • Be a positive role model within the school.
  • Be available to be involved in school programs.
  • Coordinate the Modelling affirmation trust encouragement and support (MATES) group.
Participation in the chaplaincy service is voluntary, if you would like your child to be involved regularly then you will need to fill out a permission form which is available at the office and from the chaplain.
Participation in any spiritual based programs also requires parental permission.
The chaplaincy service is funded by the National School Chaplaincy Programme, local churches and community groups, school parent support and is coordinated through Scripture Union. If you would like to make a tax deductible donation to assist our Chaplain, please collect a form from the school office or Stephanie.
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Chaplain - Stephanie Kennedy