Disability and Inclusion Leader

Department of Education Victoria – Gladstone Park VIC 2d ago , from Department of Education & Training Victoria Gladstone Park is a single campus, co‑educational Year 7 to 12 College of over 1300 students that serves a large residential community in the North‑Western suburbs of Melbourne. We have a culturally diverse enrolment. The school operates using a Sub‑School model with Junior School years 7‑8; Middle School years 9‑10 and Senior School years 11‑12. Currently more than 30 primary schools provide students for entry at Year 7. The school provides a core program in the Years 7‑9. The Year 10 blocks are aligned with the Victorian Certificate of Education (VCE) blocks. Vocational Education and Training (VET) is also offered to all VCE students, including Vocational Major students. A considerable proportion of Year 10 students undertake a VCE subject or pursue additional pathway options within the conventional curriculum program. The school has a Select Entry Acceleration (SEAL) Program. Our school is part of The Academy of Accredited SEAL Schools. The school provides a significant extra‑curricular and enrichment program including a large instrumental music program and school bands; debating; drama and musical productions and a large House competition program. Selection Criteria Demonstrated experience and knowledge of the Disability Inclusion Profile or PSD funding process for diverse learners. Demonstrated relevant experience and knowledge in assisting teachers support diverse learners through the provision of advice and professional learning. Demonstrated relevant experience and knowledge with supporting students with disabilities and additional needs to a high level, along with an excellent knowledge of the way students learn and the strategies that can be utilised to support them. Demonstrated capacity to lead a large team, and work collaboratively with others (e.g. teachers, education support, students and parents, allied health professionals and DE regional staff). Demonstrated proficiency in the use of office systems, software, or technical equipment as relevant to the position. Demonstrated high level organisational skills, including the capacity to prioritise workflows. Role 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. Responsibilities The Disability and Inclusion Leader leads a team to ensure students with disability and additional needs are engaged in education and meeting their learning goals. They work collaboratively with the school’s leadership, sub‑schools and wellbeing staff, and with services/teams outside school. Disability Inclusion Leader plays a key role in coordinating the team around the learner. Management Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs. Prepare DIPs funding applications, liaising with relevant teachers, experts and agencies, the department and its key personnel. Manage and provide support to the ES staff working within the Disability Inclusion program. Work with the school leadership team to ensure our Disability Inclusion program is aligned to the School and Department policy and guidelines and maintains required and adequate data on each student. Be the key contact with school staff (Sub‑school, Student Wellbeing, Careers, Allied Health), regional Student Support Services, and visiting teacher services as required for students needing additional supports. Ensure continuity of support for students with need for additional supports in transition from grade 6 to 7, ensuring effective and efficient transfer of disability inclusion information between schools, families, and services. Coordination Collaborate with the leadership team, sub‑schools, teachers, and aides to deliver appropriate adjustments for students with disability and with additional needs. Have oversight of high‑quality individual learning plans (ILPs) that incorporate student voice in setting learning targets and monitoring across the school. Ensure the school meets obligations for students who require an ILP. Coordinate student assessments conducted by allied health professionals, maintenance of current and accessible student records (Student Support Group Meetings, ILPs, DIPs), learning support officers’ work and visits by non‑school‑based personnel (visiting teacher services, allied health professionals), timely submission of DIP applications, evidence required for DIP applications, and nationally consistent collection of data on students with disabilities. In conjunction with Sub‑school Program Managers, ensure appropriate special arrangements (internal and external) for assessments for students with ILP. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfil 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) via *******@education.vic.gov.au. 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 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