Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Other
Location: Gippsland - Bass Coast
Reference: 1491478
Key Selection Criteria
SC1. Knowledge and Expertise in Inclusive Education:
Demonstrated understanding of inclusive practices and the ability to work directly with students with complex learning and behavioural needs.
SC2. Collaboration and Teamwork:
Demonstrated ability to work effectively with various stakeholders, including leadership, teachers, parents, allied health professionals, and other support staff.
SC3. Communication Skills:
Demonstrated high-level oral and written communication skills are essential for clear and effective interaction with diverse groups.
SC4. Leadership and Management:
Demonstrated ability to lead and support other staff, develop procedures, and contribute to a positive and inclusive school culture.
SC5. Resilience and Adaptability:
Demonstrated capacity to effectively navigate challenges, be flexible, and respond to the evolving needs of students and the school environment.
ROLE PURPOSE
The Disability and Inclusion (D&I) Campus Coordinator works in partnership with the College Wellbeing/D&I Coordinator to deliver effective learning outcomes for students within the College¿s Disability and Inclusion Program. This role has a strong focus on maximising funding for those students identifying as Tier 3, coordinating programs, building staff capacity, managing processes, and ensuring compliance with Department requirements.
EDUCATION SUPPORT LEVEL 1, RANGE 4
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.
KEY RESPONSIBILITIES
Program Coordination
Coordinate the Disability and Inclusion Program across the campus.
Manage the Disability Inclusion Profile (DIP) application process end-to-end, ensuring accuracy and compliance with timelines.
Dedicate one day per week to collaborating with other campus D&I Coordinators and to the processing of DIP applications.
Oversee transitions for students with disability and additional needs (primary to secondary, junior to senior campus, or transfers from other schools) to ensure continuity of support and Individual Education Plans (IEPs).
Visit feeder primary schools to understand student needs and attend relevant Student Support Group (SSG) meetings.
Ensure efficient and accurate transfer of information between schools and services.
Capacity Building & Staff Support
Build the capacity of teachers and education support staff to effectively support students with disability and additional needs, rather than providing direct 1:1 support to students.
Provide advice, resources, and professional learning to staff on differentiated teaching strategies and reasonable adjustments.
Support staff to develop, implement, and monitor high-quality IEPs.
Ensure outcomes of SSGs are recorded and communicated to staff through IEP snapshots pinned to Compass.
Stakeholder Engagement
Act as a key contact for parents/carers of students in the program, maintaining clear and professional communication via meetings, phone, and email.
Ensure parents/carers understand the importance of their role in supporting learning at home.
Collaborate with external services working in the school to deliver adjustments for students.
Liaise with the school¿s Student Support Services key contact as required.
Administration & Compliance
Coordinate, administer, and attend SSG meetings involving parents, students, and relevant staff.
Construct and maintain IEPs in line with school and Department requirements.
Determine timetabling and staffing to meet student needs, including organising rooming.
Manage replacement staffing for staff on extended leave and daily absences.
Ensure adjustments are made to assessment tasks to suit students with disability or additional needs.
Maintain accurate documentation and meet reporting requirements.
Other Duties
Contribute to the development of whole-school inclusion practices.
Support positive student behaviour regulation through capacity-building of staff.
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 [email protected]
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
This position has become available following an unexpected resignation, and we acknowledge the short timeline for recruitment.
While our preference is for the successful candidate to commence at the beginning of Term 4, we recognise this may not be feasible.
We are willing to negotiate a start date that accommodates the needs of the successful candidate¿s current workplace.
VISION
Achieving success in a caring and creative environment.
PHILOSOPHY
We believe all students can learn and that all students can be successful.
We believe that individual well-being stems from a sense of accomplishment and belonging.
We believe there are different forms of success.
MISSION
Bass Coast College seeks to create a challenging learning environment that encourages high expectations for success through instruction that caters for individual differences and learning styles. Creativity and care are pillars of our learning environment.
In addition to developing skills and knowledge, we also aim to develop:
Genuine empathy for our students is central to our practice. An understanding of them and their personal circumstances is essential in a holistic approach to their learning.
PROFILE
Located in the Inner Gippsland Area of DET¿s South-East Victoria Region, Bass Coast College is a Year 7-12 multi-campus school catering to over 1600 students. The Dudley Campus (Years 7 to 9) and the Wonthaggi Campus (Years 10 to 12) are situated three kilometres apart. A second junior campus (Years 7 to 9) has opened San Remo, and our FLOW Campus in Wonthaggi provides individualised learning programs for students requiring specialised support.
Located in the rapidly growing Bass Coast Shire, the College is immensely proud to be the government secondary education provider for the area. It draws its students from nine feeder schools located in the Bass Coast Shire. The College¿s zone encompasses a large rural and coastal area centred around Wonthaggi, Inverloch, Grantville/Corinella, Coronet Bay, and Phillip Island. Over half of the student population travel to the school by bus.
The current staffing levels comprises of over 140 teachers and eighty non-teaching staff.
Bass Coast College recognises that students have diverse needs, abilities, interests, and ambitions and that its students are drawn from a wide range of socio-economic backgrounds. These differences are catered for through the development of a comprehensive curriculum that extends and challenges students to realize their full potential. Sequential courses of study are provided for Years 7 to 10 in each of the Key Learning Areas. This is achieved using core units at Years 7 and 8, and a mixture of core and elective subjects at Years 9 and 10. With a large Year 11 and Year 12 student population, the College is able to offer a broad range of Victorian Certificate of Education (VCE) units and has a strong commitment to Vocational Education and Training (VET) programs. A successful VCE Vocational Major (VM) program operates.
The Flexible Learning Option Wonthaggi (FLOW) Campus of Bass Coast College is an alternative educational setting. FLOW aims to reconnect students who are at risk from disconnecting from education and supports students who may be impacted by a number of factors. This can include mental health, anxiety, complex behaviour regulation issues, neuro diverse students and those who present with complex learning needs. FLOW works to foster positive student emotional health, improve literacy and numeracy skills whilst supporting students to transition back to mainstream school or alternative pathway settings such as TAFE, apprenticeships, or employment. As an alternative education provider, FLOW¿s mission is to connect with and support young people to create individualised learning within a safe, supportive, and caring environment.
The College also continues to develop its enrichment and consolidation programs. Students in Years 10 and 11 have the opportunity to accelerate through the VCE by taking higher-level units than is the norm for their age cohort. A highly successful select entry (SEAL) program operates on the Dudley and San Remo Campuses.
College staff conduct a range of quality curriculum and co-curricular programs across all campuses. The College has a tradition of student participation and success in the Performing Arts. The College is a member of the South Gippsland Schools Music Program and currently has around one hundred students involved in the program. Bass Coast College regularly enjoys sporting success at local, state, and national levels. An ADVANCE program (based on surf lifesaving) also operates in the College.
The College is committed to the welfare of its students. To this end, a Student Welfare Coordinator is attached to each campus, along with Careers counselling. The staff are dedicated professional educators who place importance on quality teaching and professional development. The College provides a caring, supportive environment whilst also encouraging teamwork, leadership, and a sense of belonging. Students are encouraged to develop leadership skills through the Peer Support Program, Representative Committees, and as elected student leaders.
Extensive recreational, sporting, and educational facilities are available. These include gymnasiums, libraries, canteens, computer centres, theatrette/drama rooms, courts and oval or playing fields at each campus. The College also enjoys access to extensive community recreational facilities, local beaches, and coastal reserves.
The extensive grounds and buildings are well maintained and attractive. The College continues to focus on upgrading facilities and grounds, having made extensive upgrades across all sites.
In 2020, the College, transferred its Years 10, 11 and 12 programs to its new Senior Campus in McKenzie Street (Wonthaggi). This project also included an extended three-court highball facility with extensive community facilities. The community facility is coordinated with our key partner, the Bass Coast Shire.
In 2022, the Minister for Education officially opened an additional junior Campus for our College in San Remo. This exciting development coincided with extensive work from the staff who have overhauled curriculum offerings to support the significant organisational change across the College. A name change process was also undertaken, and the former Wonthaggi Secondary College is now renamed Bass Coast College, reflecting its expansion, and the wider area where the young people it supports reside with their families.