Disability Inclusion Leader

Job posted: 17/03/2023
Applications close: 30/03/2023 (Midnight)
6 days remaining

6 days remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Full time / From 24/04/2023

Organisation: Education and Training

Salary: Salary not specified

Occupation: Other

Reference: 1336774

Reference: 1336774

Occupation: Other

Salary Range: Salary not specified

Work location: Melbourne | Western Metropolitan

Selection Criteria

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 leading teams and 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 as well as lead the Integration team.


Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions.  Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations. 

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal.  Management responsibility extends to ensuring appropriate support levels are maintained across the school.  Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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.


A Disability Inclusion Leader may ensure students with disability and additional needs are engaged in education and meeting their learning goals. To do this they work collaboratively with the school’s leadership, wellbeing staff and allied health team. They also work collaboratively with services/teams outside school, which may include Health and Wellbeing Inclusion Workforces, liaising with Student Support Services key contacts and external therapists. A Disability Inclusion Leader plays a key role in coordinating the team around the learner.

  • be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students
  • play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs)
  • prioritise resources and time to identify and consider the needs of students with disability and additional needs
  • have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP
  • ensure each student with disability and additional needs has a quality IEP
  • ensure the student has a voice in setting learning targets during the IEP process
  • determine whether other students with disability and additional needs could benefit from an IEP
  • review school processes for student support groups, personalised goal setting and IEPs
  • collaborate with services working in the school to deliver adjustments to students
  • ensure students with disability and additional needs have a learning mentor (they may also act as a learning mentor)
  • promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
  • embed inclusion and disability expertise in strategic planning and recruitment practices of the school
  • embed evidence-based inclusive education and human rights obligations into school policies and plans
  • act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs
  • ensure full use of assessment for learning
  • ensure parent(s)/carer(s) understand the importance of supporting learning at home 
  • liaise with the school’s Student Support Services key contact as required
  • promote the implementation of all elements of Disability Inclusion at the school
  • respond to any requests from facilitators for additional information
  • ensure Disability Inclusion SSG meetings are booked for all students who require them
  • support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings
  • where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to SSG’s
  • ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion meeting.
  • Prepare funding applications, liaising with a range of agencies, the department and its key personnel.
  • Manage and provide support to the ES staff working within the school wide Disability program e.g. Regular team meetings; Planning; Program support such as Life Skills.
  • Work with the school leadership team to ensure our Disability Inclusion program is aligned to the School and Department policy and guidelines and maintain confidential and sensitive data on each student.
  • Have an understanding of PSDMS and SOCS.


Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

Child Safe Standards

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Conditions of Employment

  • All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
  • Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
  • A probationary period may apply during the first year of employment and induction and support programs provided.
  • Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Wyndham Central College is located in a high growth corridor, approximately 20 minutes west of Melbourne and caters for students in Years 7 to 12 across the Wyndham district. In 2023 Wyndham Central College will be in the second year of a new strategic plan.  Recent data sets in key areas have demonstrated significant improvement in line with the goals and targets identified in the previous Strategic Plan and reflect the dedication and commitment by the staff.

The Staff at Wyndham Central are committed to delivering a rigorous guaranteed and viable curriculum enhanced by the AVID program that aims to prepare students by developing a set of strategies to support their learning and chosen pathway. The college programs are innovative and challenging and include a 7-10  Enrichment and VHAP program, 7-10 Spanish Immersion Program (SIP), the 9-10 STEM Academy and our flagship schoolwide program AVID.  The college is the first school in Australia to achieve certification as an AVID school and are currently recognized as Australia’s first secondary Site of Distinction.

To further complement the academic program all students are provided with a Careers Action Plan (CAP), and a learning plan from Year 7 that requires commitment, reflection and regular consultation between student, teacher and parents/carers. This three-way partnership is crucial to the successful progress of all of the students at Wyndham Central College and is supported by an extensive tutor advocate and pastoral support program.

Underpinning the educational improvement plan the College has modern facilities including a Trade Training Centre, a designated Year 7 Centre, Year 8 & 9 Centre, a Year 10 Community and a Senior Years Centre. Dedicated content learning environments for the performing and visual arts, Science and STEM and Gymnasium and sporting facilities. Complementing the whole school buildings is the extensive active/passive landscaping plan and recreational outdoor plan, a student centered study and student services building.   

The Leadership Team comprises of the Principal Team- Principal and Assistant Principals with dedicated leadership portfolios, Leading Teachers - Year Level Leaders (Engagement & Wellbeing), Literacy Leader, Numeracy Leader, Pathways & Transitions Leader, AVID pedagogy and operational Leaders, Senior Years Program Manager and Campus Management Leader.  The team is complemented by faculty-based Learning Specialists who are our PLC instructional leaders.

Disability Inclusion Leader

Job type:

Full time / From 24/04/2023

Job classification:

Not provided


Concetta Faranda | 8744 8900

Disability Inclusion Leader