Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference: 1547973
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to their work relevant to the role.
SC2 Demonstrated capacity to work, lead, and collaborate with others in a team environment, including the ability to develop and maintain collaborative relationships with students, colleagues, parents/carers and the broader school community.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position of Disability Inclusion Coordinator.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A demonstrated commitment to professional learning and growth for both self and others.
This position is for 5 days a week with hours of attendance as 8:30am-4:36pm, including an unpaid 30-minute lunch break. Applicants seeking part-time employment are encouraged to apply for the 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.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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.
Direct Report: Leading Teacher Inclusion
The Disability Inclusion Coordinator will work closely with the Inclusion Leader (Leading Teacher) to coordinate and lead a team of Education Support (ES) Inclusion staff working directly with students, teachers and families to support the learning growth and wellbeing of students.
This role includes responsibility for the development of Disability Inclusion Profile documentation and collaboration with the Inclusion Leader on the development of Learner Profiles for students requiring significant adjustments to meet their point of need.
Typical responsibilities include:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
Applicant instructions
Please ensure that your application includes:
A resume including relevant experience as well as personal details (name, address, contact numbers, and email)
A section addressing the Selection Criteria
Three referees including their name, current position, school/organisation, phone number/s and email. For those currently employed within a school, one referee should be a Principal.
Please note that the selection panel may seek additional referees beyond those you name.
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Lilydale Heights College
Lilydale Heights College is a single campus co-educational 7 to 12 College located in the northern area of Lilydale.
Established in 1970, Lilydale Heights College has not only responded positively to, but also anticipated change and as a result has met community needs. The College, which draws its student population from a diverse range of backgrounds, has recently seen significant investment in the development of new buildings and learning spaces designed to support a positive, inclusive environment where all students are able to learn and grow.
Working at Lilydale Heights College
Staff at Lilydale Heights College report high satisfaction in working at our school. We provide a working environment that fosters trust amongst colleagues with a collective focus on student learning. Staff work collaboratively to consistently improve learning and teaching, engaging in regular professional development to build capacity. We have strong, positive responses in our Staff Opinion Survey with teachers and education support staff rating Lilydale Heights College significantly higher than similar schools and the state in all areas measured. We work as a team at Lilydale Heights College and value working collaboratively with a shared focus on improving the learning growth of all students.
Inspiring Lifelong Learning
Lilydale Heights College is a fully inclusive learning community which enables students to become successful lifelong learners and confident global citizens.
This core purpose is underpinned by three core values:
Excellence: Challenging yourself to achieve your best
Respect: Respecting yourself, others and our environment
Responsibility: Being accountable for all your actions
At Lilydale Heights College we aim to give every student the very best possible education to prepare them for life beyond school. We are purposefully striving to keep pace with our exciting world by connecting students and learning programs that are rich and varied. At Lilydale Heights College we teach more than subjects. We understand the need to prepare our students to meet an ever-changing future. We educate for life and work to inspire lifelong learning.
Lilydale Heights College builds on its culture, diversity, and values, developing the qualities, talents, and strengths of each young person; it engages with the needs and interests of society and with the challenges of higher education and the workplace.
Our educational program is wide and varied and our record of success is outstanding. Students find they can pursue their interests and strengths to the best of their ability and are encouraged to achieve their personal best. We are proud of our record and of our success in helping students achieve their dreams once they leave school.
Lilydale Heights College has a strong and supportive College Council that ensures that the school continues to excel in everything we do. In addition, we have a structured leadership profile where every child has a Learning Leader, Student Liaison Coordinator and SELF teacher to help support their learning. Students are also supported in their learning through the work of our Student Engagement and Wellbeing Team and our Careers Team. This structure allows Lilydale Heights College to support every individual student and assist them in their journey throughout their secondary schooling life and beyond.
Beyond the classroom students are encouraged to involve themselves in the broad co-curricular program. Learning here takes place in many shapes and forms. Students have the opportunity to participate fully on the sporting field, in music ensembles, on the stage, in student leadership activities, Vocational Education and Training courses, in the Technology, Hospitality and Foods areas, to travel to our sister school in Japan as well as attend local camps around Victoria and Australia. Our Year 10 Formal, Year 11 Gala, and Year 12 Social complete the social calendar, providing positive social interactions and important moments on the journey to adulthood.