POSITION DESCRIPTION

Position Details

Position Title:Speech-Language Therapist

Team:Early Supports - Children and Families/ Whanau

Location:Auckland

Remuneration:$48,477-$59,964 pro rata

Date Issued:October 2017

Our Foundation Statement

Te Hunga Haua Mauri mo nga Tangata Katoa

This statement forms the foundation of our identity and means that all people have Mauri, unique life force, and that we value every person equally.

Our Vision

Including All People

CCS Disability Action has a vision that every disabled person will be included in the life of their family and community.

To achieve our vision we are taking action to make Aotearoa/New Zealand a society where everyone plays their part to include all people - family members, friends, Hapu, Iwi, educators, health workers, business people, employers, councils, Government, community agencies and the public.

Our Purpose

To strengthen communities and provide support so people with disabilities are included in the life of their family and in their community.

Reports to

Senior Coordinator– Early Supports, Children and Families/ Whanau Team

Functional Relationships

Internal to CCS Disability Action

  • CCS Disability Action Team Members
  • Other Speech Language Therapistsand Early Intervention Teachers
  • Senior Coordinator
  • Team Leader
  • CCS Disability Action Staff, Paraprofessionals, independent contractors and volunteers
  • Disability Action Team
  • Niho Tupu
  • CCS Disability Action Local Advisory Committee
  • CCS Disability Action Members
  • CCS Disability Action Staff National Office and other Branches

External to CCS Disability Action

  • People, their family/whanau and supportnetworks
  • Iwi, hapu and Maori organisations within the region
  • Pacific people, fanau, aiga and matai and matua, refugee and migrant groups within the region
  • Referral agencies
  • Early Childhood Education Staff and Ministry of Education Staff
  • School Staff
  • Needs Assessment agencies
  • Related disability and other community organisations
  • Relevant health and medical services
  • State sector Agencies

Position Description

The Speech-Language Therapist is a member of the Children and Families/ Whanau Team of CCS Disability Action AucklandRegion. The Speech-Language Therapist provides quality services that support the communication and eating and drinking abilities of children with disabilities, in collaboration with their families. Services are developed and delivered to reflect our commitment to supported lifestyles and community development and are in line with theorganisations’ strategic priorities document.

General Competencies

The following general competencies are required for this position:

Understanding of and Commitment to Realising the Rights and Aspirations of Disabled People

Commitment to the principles and rights outlined in the UN Convention on the Rights of people with disabilities and the NZ Disability strategy and linking those into your everyday work.

Understanding and Commitment to Maori as Tangata Whenua

Commitment to the articles and principles of the Treaty of Waitangi. Linking these with all aspects of service provision and the operations of CCS Disability Action. Engaging with bicultural developments. Knowledge of and respect for Tikanga and Te Reo.

Support of Disability Leadership

Commitment to actively support and encourage disabled people taking on leadership roles in their own lives, within CCS Disability Action and within the wider community.

Focus on Outcomes for Disabled People

Identifying, responding and delivering services to achieve the agreed outcomes expected by disabled people. Working effectively together with disabled people, their families/whanau and communities to achieve their stated outcomes, while managing these expectations within internal organisational and external constraints. Knowledge of current approaches to and tools for improving service quality and the achievement of quality outcomes. Understand and promote the interests and rights of people with disabilities to the organisation at all levels.

Relationship Management

The ability to develop and sustain constructive relationships with a wide range of individuals, organisations and others to assist in achieving outcomes for disabled people. Excellent skills in maintaining and developing trusting and accountable relationships with individuals and families and other relevant internal and external stakeholders.

Communication Skills (written and oral)

The ability to express thoughts and ideas clearly and effectively, both in writing and orally, to a range of audiences in a variety of situations. Ability to change the method and style of communication when required to deliver a message effectively. Ability to receive communications from others and to make an appropriate response.

Interpersonal Skills

Commitment to interact with others in a way that shows understanding of and respect for their realities and concerns. Ability to reflect on and think about the effect of one’s own behaviour, being able to change this behaviour to accommodate the needs of others and where appropriate ability to acknowledge the impact of one’s own behaviour on others. Ability to present a point of view in a way that leads to productive outcomes, and identifying alternatives and negotiating a satisfactory resolution to the conflict

Team Approach

Ability to work co-operatively with others, to enhance and strengthen the diverse contributions of team members and to creatively build a way forward. Commitment and ability to proactively identify conflict and disagreement and willingness to manage and resolve those constructively. A flexible approach and a willingness to carry out tasks not ordinarily part of your own role. Willingness to make a contribution and take responsibility when this is in the best interests of disabled people and the organisation as a whole

Self Management

Ability to identify what needs to be done, and to organise and motivate yourself to do it. Proactively identifying potential opportunities, problems or risks and initiating action to address these. Being prepared to tackle areas outside your immediate area of responsibility and expertise. Taking personal responsibility for managing workload to produce quality work, develop and work towards achieving a work plan including the delivery of outcomes within deadlines. Ability to manage yourself and your workload in environments of competing demands. Ability to adjust your approach as requirements change and cope with and move beyond any setbacks.

Understanding of Sector Contexts

Understand and ability to work within the contexts of the community and disability sectors, as well as working with government agencies to achieve outcomes for disabled people and the organisation’s strategic priorities.

Working with Diversity

Ability to recognise and support cultural diversity as a positive contributor to the lives of disabled people and the organisation. Ability to relate to people from diverse backgrounds in a way that recognises and respects their cultural norms. Proactively seek opportunities to learn about cultural diversity and create opportunities for people from diverse backgrounds to contribute to the organisation.

Leadership Skills

Ability to critically reflect on self and commitment to ongoing personal and professional growth and development. Ability to work positively and constructively with people to build a sense of common purpose and direction. Ability to work with others to facilitate the development of a vision, to hold that vision and enthuse and motivate others to work together achieving that vision. Ability to build effective, cooperative teams. Commitment to being accountable and holding others to account.

CCS Disability Action, Northern Region

Position specific Tasks and Competencies- Speech Language Therapist

In addition to the general competencies above, the following key tasks and performance indicators outline the skills, knowledge and personal attributes required to achieve the outcomes for this position. Service delivery areas are linked to the Specialist Service Standards Service pathway.(Ministry of Education, Special Education 2015)

Key Results Area / Key tasks / Performance Indicators
Service Delivery
Access/Engagement
Assessment and Analysis
Programme
planning
Implementation
Review
ORS Application process/transition to school
Closure / Work collaboratively with EI staff to provide information regarding early intervention SLT service criteria and service delivery to prospective families/whanau.
Undertake an assessment of each child (and adult where appropriate) using a strengths based perspective.
Document the assessment findings
Communicate assessment findings to family and other significant people
Identify goalsand develop a program that addresses the Speech Language Therapy needs of each child in line with parents/whanau/caregivers wishes, concerns, priorities and resources.
Implement a Speech-Language Therapy programme for each child in partnership with parents/whanau/caregivers/ Early childhood and support staff.
Develop programmes in accordance with the NZSTA clinical and other guidelines
Source or develop resources that support each child’s needs.
Maintain, upgrade and, where possible, purchase equipment in line with child’s needs, reflecting and respecting culturally appropriate practices, being mindful of the budget available.
Regularly reassess each child’s progress, strengths, interests and needs.
Identify the need for other professional/staff involvement and ensure processes for ongoing liaison.
Develop and implement practices that reflect and respect cultural diversity.
Promote and model inclusive attitudes and strategies.
Involve families/whanau in the evaluation of the services and make them aware of the process to give feedback or make complaints about the services received
Manage caseloads appropriately.
Contribute toOngoing Resourcing Scheme (ORS) applications and other relevant documentation
Work effectively with other staff to ensure smooth transitions for each child
Connect families with other relevant agencies/supports. / Speech-Language Therapy is delivered in accordance with relevant NZSTA clinical guidelines and code of ethics.
Service delivery reflects the MOE Specialist service standards.
Families/whanau are able to make an informed decision regarding their choice of Early Intervention provider.
Assessments are carried out according to the needs of each childand their family, incorporating input from other team members and sources.
Assessments are carried out in the usual contexts of the child.
Assessment findings are documented in the child’s records.
The outcome of assessments are communicated to family / whanau in a way they can understand.
Family priorities and goals for their child are reflected in each child’sgoals,programme and individual plan (IP).
Goals are specific, measurable and achievable in the time frame specified.
Share information regarding the therapy programme with family/whanau/other EI team members and support personnel for the child, so that the programme is most effectively delivered.
Participate in the development and review of each child’s Individual Plan (IP).
Provide relevant education/information and or training to family/whanau, significant people who support the child and the wider community in order to meet each child’s communication/eating/drinking needs.
Disabled children and their families/whanau are provided with the information necessary to make informed choices, to advocate and use their own skills successfully
The child’s community of support has access to the resources they need to deliver the Speech Language Therapy programme.
Equipment is upgraded and maintained and purchased in line with EI budget.
Information is gathered via direct observation/intervention and from family/whanau/ Early Intervention teachers, Early Childhood staff and PP’s reports.
Each child’s programme is modified in accordance with progress and changing needs.
Creative, flexible, responsive child/ family/whanau centred services are provided.
Services focus is on achieving quality outcomes for disabled children and their family/whanau.
Disabled children and their family/whanau are satisfied with how services are delivered.
Caseloads are managed in accordance with contract requirements and EI/SLT team recommended practice and priorities.
Quality ORS applications are written
Families/whanau understand the changes in Speech Language Therapy service delivery occurring around school transition and feel well supported through the transition.
Information is exchanged with Ministry of Education staff regarding the needs of each child and family/whanau (ORS/current IP and other relevant material).
Where necessary a meeting between the family/whanau and new Speech Language Therapy provider is facilitated.
Alternative service provision is secured for dysphagia service provision if needed once the child is enrolled at school.
New Services development / Identify gaps in services, barriers in communities and opportunities for new developments and communicate to Senior coordinator/ Team leader / Work effectively with other staff to ensure smooth transitions for people we support
Gaps are regularly identified
Service Contracts / Identify risks and communicate those to the senior Coordinator/team leader
Understand the service specifications of all relevant contracts
Work together with othersto ensure contract requirements are met.
Achieve and maintain MOH credentialing requirements for SpecialistEquipment Assessors / Risks are identified and proactively managed
Staff maintain training and knowledge to deliver quality assessment in line with MOH requirements
Service Quality / Adhere to all organisational priorities, policies, procedures and practices
Maintain membership of NZSTA.
Agree on an annual work plan with Senior Coordinator SLT leader and review this regularly.
Report regularly to your Senior Coordinator SLT, engage in regular supervision sessions.
Maintain up to date records, including electronic files and Benecura
Participate in team meetings, as appropriate
Participate in annual performance review
Practices and processes meet service user needs, any service standard and contract requirements and reflect best practice.
Participate in induction/orientation and on the job training within the first month of commencing employment and participate in on-going training, supervision or mentoring to undertake specific duties/tasks as needed.
. / The work is aligned to the organisational values and objectives.
Membership of NZSTA is maintained
Services are delivered in an ethical, efficient and effective manner.
Fulfill the requirements of the agreed supervision contract/s
Maintain Benecura reporting within 24 hour time period.
E-files are up to date
Understand, apply and be able to articulate the Supported Lifestyles and Community Development concept models and demonstrate understanding through ways of working.
Expertise of all staff is shared
Individual strengths and areas for improvement are identified and a professional development program is in place.
Service delivery complies with all legal, contractual and organizational requirements
We are known for our quality services and expertise in the areas of disabled children and families/whanau
Community Links / Establish and maintain relationships with community agencies and groups with a responsibility for/ or connections with the people we support (including agencies working with Maori, Pacific and other communities)
Seek opportunities for collaborations with other agencies to effect good outcomes for disabled people and their families/whanau
Identify trends, concerns and issues and articulate to the appropriate agencies / Engaged and active relationships are in place with relevant agencies
CCS Disability Action is an active partner in collaborative initiatives enhancing the rights of disabled people
Working Together within CCS Disability Action / Work collaboratively with other staff and participate proactively in initiatives to enhance our work
Undertake other such duties/tasks as are allocated by and/or agreed with your senior coordinator/ team leader. / Staff work effectively across all services, teams and across the region

I have read and understood the above Job Description and accept all of the above responsibilities incorporated herein.

Signed:

______/___/___

Speech-Language Therapist Date

______/___/___

Regional Manager Date

CCS Disability Action, Northern Region