Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1522248
Demonstrated experience supporting children or young people with complex needs, including collaboration with families and external professionals.
Demonstrated experience coordinating support across multiple stakeholders or services, such as schools, health professionals, community organisations or disability support providers.
Demonstrated understanding of disability inclusion, functional needs and student support processes in educational, health or community settings.
Demonstrated ability to organise and manage complex documentation and processes involving multiple stakeholders, including preparation of records, reports or meeting documentation.
Highly developed communication and interpersonal skills, with the ability to build productive relationships with families, school staff and external professionals.
The Disability Inclusion Coordinator manages and coordinates the school¿s processes associated with the Disability Inclusion reforms and supports the effective coordination of targeted supports for students with additional needs.
Working in partnership with the Assistant Principal ¿ Wellbeing, the Mental Health and Wellbeing Leader and classroom teachers, the coordinator oversees operational processes related to Disability Inclusion including Student Support Groups, Disability Inclusion Profiles, ensuring consistent documentation and coordination of external services.
The role focuses on case coordination, family engagement and collaboration with allied health professionals to ensure students requiring Tier 2 and Tier 3 supports are supported through consistent planning, monitoring and review processes.
The Disability Inclusion Coordinator complements the instructional work of teachers by coordinating the systems, documentation and external partnerships that support inclusive education across the school. Classroom teachers remain responsible for curriculum delivery and instructional adjustments, while this role coordinates the processes that enable effective implementation of student support.
A key component of the role involves collating documentation and coordinating information required for Disability Inclusion Profile meetings, including gathering information from teachers, families and external professionals. The coordinator liaises closely with allied health practitioners to ensure relevant assessments and reports inform the Disability Inclusion process, and attends all meetings with the Assistant Principal.
Where appropriate, the coordinator may prepare Records of Specialist Involvement (ROSI) to support Disability Inclusion Profiles and funding applications. Allied health or related professional expertise supports the role to interpret specialist reports and ensure documentation accurately reflects a student¿s functional needs.
The role requires highly developed interpersonal, analytical and organisational skills to coordinate complex student support processes involving multiple stakeholders including families, regional staff and external service providers.
Central to the role is a commitment to ensuring students with additional needs feel understood, supported and able to participate fully in school life. The Disability Inclusion Coordinator works closely with teachers, families and external professionals to bring together the information, strategies and supports that help students thrive.
Experience in case coordination, disability support, counselling, youth work or allied health settings will be highly regarded.
This role forms part of the school¿s broader wellbeing and inclusion structure, working alongside the Assistant Principal ¿ Wellbeing and the Mental Health and Wellbeing Leader to ensure coordinated support for students. While teachers continue to lead curriculum delivery and differentiated instruction, this role focuses on coordinating the systems, documentation and external partnerships that support inclusive education.
Disability Inclusion Coordination
Disability Inclusion Profile Preparation
Student Support Processes
Case Coordination and External Liaison
Targeted Wellbeing and Support Programs
Education Support Staff Coordination
Data and Reporting
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
Tucker Road Bentleigh Primary School is committed to continuous improvement and the provision of high-quality teaching and learning. We are proud of our extensive grounds, which include a full-sized oval, a variety of play facilities, and a dedicated Out of School Hours Care facility (Rainbow House), operated by TheirCare.
Significant investment in our facilities over the past decade has enhanced our learning environment. A Building the Education Revolution (BER) project in 2009 delivered six modern classrooms, a central shared space, and withdrawal offices. In 2019, a government grant funded the development of a large gymnasium and sports office. In 2021, we added a new administration building and a contemporary classroom block, comprising four classrooms, a central learning space, toilets, and a teacher workspace.
Our central learning block features eight classrooms, specialist teaching spaces, a STEM room, and a refurbished library with an adjoining courtyard garden. These facilities support a safe and stimulating environment where students¿ intellectual, physical, social, and emotional development is nurtured.
At TRBPS, creativity, enthusiasm, and cooperation are promoted through a strong emphasis on Health and Physical Education, the Arts (music, performance, and visual arts), and our newly established STEM program. Teaching and learning programs are differentiated to meet the diverse needs of all students. A range of student interest groups and extra-curricular activities are available, including lunchtime clubs and after-school programs such as Karate, Soccer, Chess, Coding, LEGO, Basketball, and Hebrew language and cultural studies through UJEB (all delivered by private providers).
Our curriculum is carefully designed to be engaging, inclusive, and aligned with best practice. Inquiry-based learning underpins the development of critical thinking, collaboration, IT capability, and problem-solving skills. Specialist programs in Music, Visual Arts, STEM, and PE/Sport provide valuable learning opportunities beyond the classroom.
The school has a Student Family Occupation and Education (SFOE) index of 0.16. Our current staffing includes a Principal, Assistant Principal, three administrative staff, three Learning Specialists (Literacy, Numeracy and Data Literacy), a part-time Disability and Inclusion Wellbeing Leader, 16 classroom teachers, four specialist teachers, and nine Education Support staff.
We are proud of the strong partnerships we foster with parents and carers. Family engagement is a feature of our school, with a high level of involvement across school life. With an enrolment of approximately 390 students, we provide a caring, inclusive, and supportive environment where every learner is inspired to thrive.
The School Improvement Team (SIT) works collaboratively with the School Council to maintain a strong focus on student achievement and wellbeing. We are committed to the development of the whole child, valuing academic excellence, creativity, physical activity, and cultural understanding. Our school vision¿to ensure every student, staff member, and family feels safe, included and proud¿is central to everything we do.
Student wellbeing is supported through our school values, individual goal setting, clear behaviour expectations, and positive classroom environments. We use a Restorative Practice approach to guide students in managing their behaviour and navigating social and emotional challenges.
Our vision is to develop literate, numerate, creative, and multi-skilled lifelong learners. We want our students to be confident, resilient, collaborative, and capable problem-solvers with a positive mindset who are prepared to meet challenges and celebrate success.
Developed with input from all members of our school community, our Vision Statement is:
At Tucker Road Bentleigh Primary School, we provide opportunities for all students to acquire the skills to become lifelong learners and have a positive impact on their world. Students are supported to achieve their personal best¿academically, socially, emotionally, and physically. Our school culture ensures that everyone is valued and has the opportunity to thrive and succeed.
We warmly welcome new families to our school and invite you to become part of the inclusive and vibrant Tucker Road community.