Disability Inclusion Officer (Ed Support Level 1-Range 3)

Job posted: 15/05/2024
Applications close: 28/05/2024 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 03/06/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Other

Reference: 1415652

Reference: 1415652

Occupation: Other

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

Selection Criteria

·     Demonstrated high level of understanding of the role of Disability Inclusion relative to the school environment and the ability to identify and manage the assessment process of students who may have additional needs.

·     Highly developed, effective organisational and management skills to assume overall operational responsibility for Disability Inclusion funding requirements.

·     High level interpersonal and communication skills as evidenced by constructive relationships with parents, staff, students and the wider educational community.

·     A demonstrated ability to provide professional support to staff to enhance the education of students with additional needs.

·     Demonstrated commitment to professional learning and growth for both self and others.


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.


The Disability Inclusion Officer will be the main contact for inclusion matters at the College.

Typical duties include, but are not limited to:

Inclusion Responsibilities:

-Support staff with the implementation of strategies and adjustments to ensure accessibility to curriculum for all students with a disability.

-Support students with additional needs to make a smooth transition into the school, ensuring there are effective arrangements in place for efficient transfer of information between all service providers. Obtain medical and other relevant documentation from parents/carers to assist this process

-Participate fully in the Student Support Services Team to support the strategic direction of Inclusive Education

-Support the analysis of whole school student data including maintaining and updating NCCD information.

-Attend Disability Inclusion Profile (DIP) meetings, ensuring that all requirements for meetings are met

Individual Education Support and Student Support Groups SSGs):

-Have oversight of Individual Education Programs (IEPs) and SSGs across the College

-Working with the Inclusive Education Leader, use student data to guide and tailor the response to intervention, including how best to structure IEPs and modified programs

-Work with Sub School Leaders, Year Level Coordinators and the Careers and Student Support Services Teams in organising SSGs and IEPs for students requiring supplementary, substantial and extensive adjustments to their learning

-Facilitate and attend all Tier 2 SSGs on a termly basis

Professional Learning:

-Support the Inclusive Education Leader to build staff capacity to deliver differentiated and modified teaching strategies appropriate for individual students with additional needs

-Support the Inclusive Education Leader in delivery of whole school Professional Learning to promote inclusive practices

-Undertake classroom observations of students

Who May Apply

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

EEO AND OHS Commitment

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

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:


DE Values

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:


Other Information

Please ensure that your application includes:

  • a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
  • a section addressing the selection criteria and the requirements for application under the Who May Apply section
  • names and contact numbers (telephone and email if possible) of three referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action

Location Profile

Koonung Secondary College is looking for an exceptional Disability Inclusion Officer to join our outstanding team. We are located in Mont Albert North in the City of Whitehorse. The College has a current enrolment of approximately 1,180 students. The balance between academic rigour and wide-ranging extracurricular activities is often quoted as a major attraction by prospective parents and students. In particular, our NAPLAN and VCE results are exemplary and our students perform consistently above all state measures. This coexists with a strong focus on student wellbeing and the development of the whole person.

The College operates a two sub-school structure to support students. These are the Middle Years (Years 7-9) and the Senior School (Years 10-12). The Year 10 curriculum allows improved pathways for students into VCE and VET studies, and greater choice in subject selection at Year 10.

Koonung Secondary College is committed to child safety. All students at the College should feel safe, happy and empowered. The College supports and respects all students, as well as our staff and volunteers. The College is committed to the cultural safety of Aboriginal and Torres Strait Islander children, the cultural safety of children from culturally and/or linguistically diverse backgrounds, and to providing a safe environment for children with a disability.

The concept of teams, and the ability to work as part of a team in delivering improved student outcomes, is an integral part of the Koonung Secondary College culture.

Further information about the College can be found on our website.

Disability Inclusion Officer (Ed Support Level 1-Range 3)

Job type:

Full time / From 03/06/2024

Job classification:

Ed Support Level 1-Range 3


Andrew McNeil | 0402 045 005

Disability Inclusion Officer (Ed Support Level 1-Range 3)