Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Education and training
Location: Gippsland - Baw Baw
Reference: 1524108
SC1: Demonstrated capacity to perform duties consistent with established Department of Education Disability Inclusion policies and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2: Demonstrated capacity to maintain close working relationships with regional staff and schools and develop effective linkages with relevant health and wellbeing service providers in the area.
SC3: Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4: Demonstrated ability to provide expert advice to key stakeholders and guidance designed to improve learning outcomes for students with a disability and additional learning needs.
SC5: Demonstrated capacity to work in a multidisciplinary team and work collaboratively with other school staff.
SC6: A commitment to professional learning and growth for both self and others.
The Disability Coordinator's role is to lead the implementation of programs designed to improve the learning outcomes for students with disabilities and additional learning needs. This includes strategies that ensure inclusive practices and effective educational programs to support students with disabilities are in place in schools from foundation year until year 12.
As part of the broader South Eastern Victoria Region (SEVR) Inclusive Education team, the Disabilities Coordinator will:
Administration:
contribute to area and school inclusion planning
support local area and SEVR teams by attending meetings and contributing to improved outcomes
prepare high quality correspondence and briefings, whilst liaising with a range of stakeholders and management as required.
Technical skill:
understand and apply disability inclusion and the legislated rights of children and students with disabilities within the department policy and school context.
support schools and regional staff with the Disability Inclusion profile process
interpret and analyse data to inform and provide authoritative advice to leadership, school and regional staff.
provide expertise and/or professional leadership dealing with more complex issues requiring specialised support.
translate strategies into programs or projects that actively enable the achievement of outcomes. Defines the governance (e.g., success measures, roles and responsibilities, progress monitoring) required to manage risks and maximise success
provide expert advice in the professional field, to influence the strategic approach to student support and learning
Communication:
demonstrate effective interpersonal, verbal and written communication skills to support stakeholder understanding of inclusion within schools and prepare high quality documentation and correspondence.
develop, build and maintain close working relationships with regional, central and school staff.
develop effective links with relevant health and wellbeing service providers for the purpose of case management and intervention.
find innovative solutions to stakeholder issues, overcoming barriers, garnering support and negotiating appropriate outcomes in highly complex individual cases.
identify and respond to customer requirements. Use understanding of stakeholders¿ context to tailor programs and ensure program outcomes are delivered. Effectively manages risks to service delivery.
Responsibility:
implement programs designed to improve outcomes for students with a disability and additional learning needs.
support whole school inclusive practice.
The Disabilities Coordinator will require a relevant tertiary qualification in a related field (E.g. Education, Disability Services, Nursing or Allied Health) and a current Australian Drivers' Licence and Working with Children Check.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
Candidates are advised that they need to address the Key Selection Criteria in the advertised position.
Please note that this role is located in the Sale or Bairnsdale Office within the Outer Gippsland area.
About the Department
The Department of Education (DE) leads the delivery of education and development services to children, young people and adults both directly through government schools and indirectly through the regulation and funding of early childhood services, non-government schools and training programs.
Information about the structure of the Department, including details about each of our Ministers, key staff, regional offices, strategy and annual reports are available at: http://www.education.vic.gov.au/about/department/Pages/default.aspx
Role Context
Schools and Regional Services comprises 17 Areas within four regions across the state, as well as five central Divisions. The responsibilities of Schools and Regional Services include:
- service delivery including performance, contract management, funding delivery and acquittal
- program implementation including detailed implementation planning and delivery
- local area engagement, advice, support and partnerships
- workforce capability development, professional practice leadership and delivery
- emergency management including critical incident response
- supporting strong regional partnerships with early childhood services, schools and other education providers to deliver high-quality services and outcomes with a 0-18 focus.
The regional model is designed to:
- connect between central government policy and the delivery of high quality services to Victorians
- drive outcomes across all stages of learning through expert advice and support
- connect with families, service providers, schools and communities
- lead, collaborate and partner at a local level to overcome social and economic challenges facing our communities, towns and cities
- deliver health, wellbeing and support services to children, young people and their families to assist them in their learning and development
- improve connectedness and transitions between important points in a child¿s life - such as between early childhood, kindergarten, school and tertiary education
- assist and support children and young people who are vulnerable, disengaged, and those with disabilities or challenging behaviour.