2026 Inclusion Support Coordinator ES 1-3

2026 Inclusion Support Coordinator ES 1-3 Department of Education Victoria – Truganina VIC 13d ago , from Department of Education & Training Victoria Bemin Secondary College requires multiple leaders, teachers and education support staff to join our team at Victoria’s fastest-growing secondary school. The College will grow to over 1300 students in its third year. The ideal applicant is innovative, flexible, and confident in their ability to contribute to the school community for the students to achieve their individual best learning and wellbeing outcomes. They will work as both a leader and community member in establishing a strong school culture requires strong critical, creative, and ethical thinking coupled with interpersonal skills that reflect an understanding of equity, inclusion and cultural sensitivities. Situated across two campuses, Bemin Secondary College is Truganina’s first secondary school, presenting a unique experience to be a part of creating a culture of educational excellence at the heart of the Truganina community. Separated by only 1.6km, our Junior (7-9) and Senior (10-12) campuses are located: 35 minutes drive from the Melbourne CBD 15 minutes drive from Point Cook 15 minutes drive from Caroline Springs 21 minutes drive from Yarraville 26 minutes drive from Essendon The College will introduce Years 9 and 12 for the first time in 2026, completing our year levels (Years 7-12), with our student population continuing to grow in the coming years. Vision At Bemin Secondary College, all students will be empowered to achieve their individual best learning and wellbeing outcomes. The learning, growth and achievement of all young people will be underpinned by creativity, innovation and a commitment to respectfully work together to create a sustainable future for themselves and their families. Mission Bemin Secondary College’s mission is to foster a learning community identified by high expectations, a commitment to evidenced based practices and a deep pride in the school values. The school promotes a strong sense of community by building strong home/school partnerships and welcoming all students from across the local neighbourhood. All students are supported to develop their identity by differentiated pathways while acknowledging that their individual cultures and personal identities are sources of strength. At Bemin Secondary College, all teachers are expected to commit to collaborating in a multidisciplinary way while working in a professional learning community. All teachers have the opportunity to work across both campuses, based on qualification and experience. All teachers are expected to develop and/or demonstrate a deep understanding of the School’s pedagogy and the ability to co‑create and action the delivery of a guaranteed and viable Victorian Curriculum and/or Victorian Certificate of Education (VCE) senior school program. Along with the expectation that all students will achieve their best individual outcomes, the School is committed to ongoing adult learning and skill improvement. It is an expectation and requirement that all teachers embrace the School Wide Positive Behaviour framework that focuses on the teaching and re‑teaching of all students’ behaviour expectations and routines. All staff work in partnership with parents and families to provide ongoing feedback about student learning growth and wellbeing. Bemin Secondary College is committed to building the literacy and numeracy skills of all students across both campuses. Teaching and Learning Bemin Secondary College has established a strong Professional Learning Community (PLC) culture supported by an inquiry model of investigation. Collaborative planning is central to the delivery of an engaging curriculum. An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations. Positive Climate for Learning The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The School strongly advocates and teaches young people the importance of learning and behaviour routines in order to achieve maximum success at school. If you are ready for the next challenge in your career in education and excel in working creatively and collaboratively to enable student success and excellence, then please contact Principal Joanne Camozzato either via phone or email to discuss the role further. School Tours Further information about the school or this position are encouraged to visit the Bemin Secondary College website: Selection Criteria SC 1 Demonstrated high interpersonal communication skills and experience working collaboratively as a member of a team whilst maintaining confidentiality SC 2 Demonstrated commitment to professional learning and growth for both self and others. SC 3 Demonstrated ability to deliver intervention as part of students Individual Education Plans. SC 4 Demonstrated capacity to work as part of a collaborative multi-disciplinary professional team and contribute significantly to the achievements of the team. SC 5 Highly developed communication, networking and interpersonal skills, including the ability to liaise effectively with a wide range of people in the education community and beyond. Role The Inclusion Support Coordinator will work closely with the College Inclusion Leader, Inclusion team and external and internal support service providers to ensure students with additional needs are well supported. Responsibilities DIP Administration and Support Monitor and adhere to changes in the DET guidelines and requirements for the Disability Inclusion Profile and PSD program, for example application process, testing procedures, assessment, and reporting. Work with the DIP Team to make recommendations and provide evidence. Organise the completion of Learning Audits for students who are referred to Inclusion. Support the Inclusive Leading Teacher to document evidence for DIP application. Inclusion Program Operations Schedule SSGs. Send out feedback sheets to teachers and invite participants. Prepare feedback documentation for SSG meetings. Type up minutes from SSG and create IEP, distribute to all Teaching Staff, and Inclusion Team. Follow up on some action items for students after SSGs (eg Timetable changes, gather info for parents, organising visiting health care professionals, organising referrals, etc.). Contribute to and adjust timetables for support in classrooms. Contribute to the organise schedule for ILA placement students. Contribute to timetabling management to accommodate TIL requests. Assist with reports for placement students. Contribute to induction of placement students. Facilitate meetings with ILA team to discuss student needs. Liaise between parents and teachers, therapy providers, special service providers. Develop manipulatives and resources for students requiring support under the guidance of teaching and leadership staff. Intervention Support Administration and organisation of the scheduling for Tier 2 Interventions. Support and supervise intervention groups. Provides support in the coordination and development of inclusion Tier 2 programs. Leads and supports the scheduling of ES support to cover 1:1 student needs and tier 2 programs. Oversee the PL development of intervention staff to develop the capability of staff to successfully deliver intervention programs.li> Independently working with, and problem-solving ES staff concerns, addressing concerns will minimal guidance required. Potential to run small group intervention programs (Literacy and Numeracy programs minimum) for students. Supported by T&L staff and Inclusion Leaders. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Diversity and Inclusion 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) at *email*. 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. 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 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 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 two referees who are able to attest to the claims made in your application. 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. 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 #J-18808-Ljbffr