3 days remaining
Location: Western Region | Melton
Job type: Full time / From 28/01/2025 - 27/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Administration/Secretarial
Reference: 1455320
SC1 A sound knowledge of current key DET policies and programs relating to the Disability Inclusion Program.
SC2 Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people, to work holistically to support students with a disability and additional needs. As well as proven ability to collaboratively work within a team environment.
SC3 Proven experience in disability inclusion initiatives resulting in better outcomes for young people and families.
SC4 Co-ordinate relevant professional development activities to enhance staff knowledge and understanding of students with specific learning or behavioural difficulties
This is a Full Time position- 1.0 Time Fraction. Hours are 8:00am to 4:06pm (negotiable). School Holiday attendance may be required for up to 6 days across the year.
We are seeking a highly skilled and passionate Disability Inclusion Coordinator to join our school.
The Department of Education Disability Inclusion Program provides funding to assist schools to support eligible students with a disability and/or requiring reasonable adjustments to access learning.
The Disability Inclusion Co-ordinator will be a key member of the Disability Inclusion team which is engaged to support students with diagnosed learning needs and other students requiring reasonable adjustments during their time at Staughton College along with their families. This may commence during transition into Staughton College and continue through to gaining successful pathways post school. The DI Coordinator will be responsible for the day-to-day implementation of the Disability Inclusion Program.
As the DI Coordinator, you will play a vital role in supporting the DI Team to-
Work as a high performing team, meeting the expectations for collaboration at Staughton College.
Work towards a consistent vision for student support related to inclusion.
Embed inclusion and disability expertise in strategic planning, and teaching and learning practices within the school.
Embed evidence-based inclusive education into school policies and plans.
Promote a culture of high expectations and aspirations for the learning of students with a disability and/or students with additional needs requiring reasonable adjustments to access their learning.
Have a high level understanding of DET and Staughton College requirements, policies and process in relation to the Disability Inclusion Program, inclusive practices and the disability act.
Actively contribute to academic, social and emotional growth of students
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.
Oversee the coordination of Disability Inclusion funding
Key contact for Disability Inclusion
Oversee the DIP/IEP/SSG process to ensure DET and school policy compliance including the collation of supporting information for Disability Inclusion Profile Meetings Lead the collection and collation of data for the NCCD data collection process.
Lead the collection and collation of data for the NCCD data collection process.
Support significant student transitions, such as entry into school, movement between year levels and pathways beyond Staughton College
Liaise with Department of Education regional support staff, including SSS and visiting teachers, as required
Establish and maintain collaborative relationships with parents, staff, students and community members as part of a collective Disability Inclusion Team.
Coordinate NDIS Therapy in Schools program
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 marrung@education.vic.gov.au
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
PREPARATION OF APPLICATION
Applicants should adhere to standard procedures for the submission of written applications. Applicants may prepare their applications in any form desired, but the following recommendations are provided to assist all candidates:
1. Responses to criteria MUST be no longer than 10 pages using a font no smaller than size 12.
2. Applications should include a CV containing at least your address and contact numbers (business and private), classification, current position, evidence of qualifications and VIT number
3. Applications should address all five of the Key Selection Criteria.
4. Applicants may nominate up to three (3) referees. Nominated referees should be individuals who can make relevant comments regarding the applicant in relation to the Key Selection Criteria.
At Staughton College, we are deeply passionate about high-quality education and its positive impact on young people and their communities. For us, education is more than just imparting knowledge; it¿s about nurturing the whole individual, fostering a love for learning, and equipping students with the skills and values they need to succeed in life.
Over the past decade, our college has grown significantly, now serving over 1,500 students with a dedicated team of 160 staff members. Our community thrives on the belief that students excel when their learning and well-being are closely connected. We are committed to creating an environment where every student has the opportunity to become the best version of themselves.
Our guiding philosophy is grounded in equity of access and high expectations, ensuring that all children will learn and achieve their full potential. We ensure that all students leave Staughton College with a love of learning, a strong sense of self-worth, confidence, independence, risk-taking skills, and self-discipline. High expectations for learning and behaviour are tied to respect for the rights and responsibilities of all members of our community.
Staughton College is a place where students are empowered to be dynamic members of our community, actively participating in both classroom learning and extracurricular activities. Through our Staughton Student Matrix, we explicitly teach and acknowledge key positive behaviours that enhance learning, effort, and respect. As an accredited Select Entry Accelerated Learning (SEAL) school, we offer specialized pathways for highly able students, ensuring they receive the support and opportunities needed to excel.
A cornerstone of our philosophy is a staff culture that prioritizes strong relationships and open, meaningful conversations about what truly matters. This culture is not just a statement¿it¿s something we live out every day. We consistently model and reinforce these values, ensuring we support one another while also holding ourselves accountable to the highest standards.
We believe that by investing in every staff member and supporting them in being their best, our students will be best placed to thrive. This commitment is reflected in the ongoing support and the many opportunities we provide for professional growth in teaching and leadership.
Our teaching staff use point-of-need data and assessments to plan personalized learning environments, effectively engaging students and meeting their unique needs. Our instructional model, based on the Marzano/Pollock GANAG framework, is used consistently across classrooms, ensuring deep learning. We also embrace a whole-school approach to curriculum development, where strong practitioners invest in writing robust curriculum frameworks, allowing teaching teams to focus on how to teach content effectively.
At Staughton College, we strive to exceed expectations, fostering a culture where everyone¿students and staff alike¿can grow, learn, and achieve excellence.
Full time / From 28/01/2025 - 27/01/2026
Ed Support Level 1-Range 3
Alan Devine | 03 9743 4622