Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Eastern suburbs
Reference: 1481275
SC1 Demonstrated ability to establish and maintain collaborative relationships with students, colleagues, parents and the broader school community.
SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC3 Demonstrated commitment to professional learning and growth for both self and others
SC4 Demonstrated capacity to lead the Support & Inclusion Program area, including high-level organisational and communication skills, essential for liaising with Inclusion staff, Teaching staff, Parents and external agencies
SC 5 Demonstrated experience with Disability Inclusion Model, including identification of student preparation, coordination, and participation in the disability profile.
The Support and Inclusion Leader is responsible for the running of the College Inclusion and Support Program, provision of plans and support for students, liaison with parents and external agencies, and monitoring/accessing funding, in line with the College Strategic Plan, Annual Implementation Plan and D.E.& T. requirements. This includes leading and managing the Support & Inclusion Team, as well as providing and facilitating support and professional development to all staff to improve student outcomes across the college.
Manage the development and implementation of the DI Program, Tier 2, Tier 3 and NCCD,
Securing funding for eligible students through the Disability Inclusion Profiles.
Coordinate and chair SSG meetings in line with DOE.
Identification of students who meet the criteria for funding.
Liaising with Guidance Officers, Occupational Therapists, parents and Speech Pathologists to arrange for the assessments and to document a case; allied health professionals,
Attend Network meetings to gather pertinent information in the administration of the schools program.
Assist parents who lack funding to understand the special needs of their children.
Create and maintain an Integration Aide timetable for optimal support.
Collaborate with teachers to develop and implement Individualised Education Programs (IEPs).
Emergency Management task for DI students
Collaborate with teachers and support staff in the documentation of reasonable adjustments in line with the Allied Health recommendations.
Manage resources of the Integration and Support Program:
Program Budget;
Integration and Support Budget;
Selecting Personnel;
Implement procedures for the effective induction of new staff.
Create and distribute student profiles.
Collaborate with the transition leader during the enrolment process and meet with primary schools and parents to support the transition program.
Implement procedures for identifying and delivering ES and teaching staff professional development needs.
Informing and supporting integration aides to work with the student and relevant teachers;
Identification of equipment and alterations to existing facilities. Referring these matters to the appropriate administrator for submissions to be made and advising on the students specific needs
Allocate the funding for the Language Support of students with significant language difficulties who did not meet the criteria for individual funding to appropriate programs and interventions.
Manage any additional resources provided by the Federal or State governments for students with disabilities.
Liaise closely with the Campus Principal in charge of the Wellbeing and Disability Strategic Planning Team and the College Business Manager.
Procedures and Programs for Students with Learning Difficulties who are not funded and need modified programs:
Screening assessments and review of transition documentation, updating Compass to include Pastoral notes and Student Profiles, and arranging case conferences for students and their families;
Informing Head of School, Year Level Coordinator, Staff (teaching and admin) and Key Learning Area Leaders of this information;
Provide pertinent information and advice to the Head of Senior School, who is responsible for submitting the applications for Special Provisions for VCE, and support the families throughout this process.
Advise the Junior Transition team of the students who will require Individual Education Plans, and then assist teachers in writing and implementing these plans.
Discuss with parents, in conjunction with Pathways and Heads of School/Coordinators, the short and long-term implications for student outcomes and future pathway choices when Individual Education Plans are required.
Discussions with families regarding post-secondary settings and making appropriate transition plans to prepare the student for the next stage of their learning.
Program Implementation for the Students in the Integration and Support Program:
Liaise with and/or attend meetings of Wellbeing and Disability Strategic Planning Team, Teaching and Learning Team, Senior Transition Team, Junior Transition Team
Collaborative decision making with the Student Services staff (Student Wellbeing, Pathways and Heads of School) and visiting personnel regarding students¿ programs;
Arranging an appropriate induction process for students new to the program and/or school, especially for transition from year 6 to 7.
Arrange and chair regular Student Support Group meetings to establish goals and to problem-solve issues for students and their families;
Facilitate communication links between teachers, parents, students and integration aides;
Inclusion of Heads of School, Pathways, Wellbeing, Coordinators and, where appropriate, the relevant teaching and/or support staff in Program Support Group Meetings.
Transition to Postsecondary Settings:
Facilitate the development of life skills and competencies for entering tertiary courses for students with special needs;
Refer students to pathway advice both within the College and in the community.
Support families and students through the decision-making process;
Work with the Department of Human Services in the transition of students who meet the criteria for funding for Intellectual Disability.
Special Programs for Students:
Manage the arrangements and referrals to the Speech Pathology, Occupational Therapy and Visiting Teacher programs;
Provide alternative options for students unable to study Languages.
Work with the Heads of School, Pathways, Wellbeing, Key Learning Area Leaders, Year Level Coordinators, parents and students to create programs that cater for the individual needs of students.
Support teachers in the development of Individual Education Plans (IEP)
Engage with the Teaching and Learning Team to encourage and foster the development of differentiated curriculum.
Advocacy and Professional Development:
Advocate for students when they breach the Student Code of Conduct to assist them in fully understanding the issue and to communicate and clarify the consequences.
Advocate for students and their families to ensure access to educational opportunities.
Advocate for students during course selection and support families during this process, as required.
Encourage Year Level Coordinators, teachers and Education Support Staff to build their capacity to work with students through professional development programs that address disability and its implications for learning and behaviour management.
Encourage parents to attend support groups, information sessions, and seminars, both at the College and in the community, that are relevant to the needs of their child.
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
As the school is a multi-campus, the successful applicant may be required to work across both campuses.
Please keep your Selection Criteria up to one page per criterion only.
PDF is our preferred format.
Yarra Hills Secondary College is a multi-campus college of approximately 550 students across two campuses in the Mooroolbark/Kilsyth and Mount Evelyn districts of outer eastern Melbourne. It is part of the North East Victoria Region (NEVR) of DET.
Yarra Hills organises its student management and administration on the basic structure of its two campuses, one of which is Year 7 - 10 and Year 11/12 VCE Vocational Major (VM) only and one which has Year 7-10 and Year 11/12 VCE and VCE/VM educational pathways.
With strong enrolments over recent years and a solid status within the local community, Yarra Hills anticipates stability and growth. Our programs build strong foundations that provide a solid basis for future success by emphasising literacy and numeracy and embedding information and communication technologies across all subjects within the curriculum. A solid core curriculum is supported by an extensive elective program that recognises students¿ different needs and talents and supports individual learning and career pathways. All year ten students can participate in an extension program into VCE studies, assisting in maximising tertiary entrance scores. A broad and engaging curriculum has led to a high proportion of our students achieving successful academic pathways to university or TAFE through VCE or alternately into vocational pathways through VET and VCE Vocational Major (VM), as well as school-based apprenticeships and training (SBATs) and the DET HeadStart Program. The college co-curricular program includes outstanding sports, camps, performing arts, visual arts and outdoor education programs, and highly regarded instrumental music.
The school has 93 equivalent full-time staff: 4 Principal class, 55 Teachers and 38 Education Support Staff.
As the school is a multi-campus, the successful applicant may be required to work across both campuses.
Please keep your Selection Criteria up to one page per criterion only.
PDF is our preferred format.