Disability Inclusion

Department of Education Victoria – Vermont South VIC 6d ago, from Department of Education & Training Victoria Vermont South Special School is located in Vermont South in the Eastern suburbs of Melbourne. The school is a primary specialist setting for students with an intellectual disability (Full Scale Intelligence Quotient of between 50‑70), aged 5‑12. Many students also exhibit other diagnosed disabilities and medical conditions, with 65% diagnosed on the Autism Spectrum. Students come from seven local government areas and are transported to school by bus. The school currently has 150 students, with a maximum enrolment of 180. The teaching staff includes 27 teachers (FTE 22.06) and 31 education support staff (FTE 21.63). The school’s mission is to provide students with the best possible foundation in life through a well‑rounded education. Core values are learning, respect, responsibility, and resilience. The school engages students through highly qualified teaching staff, proactive leadership, and a safe, inclusive environment. Selection Criteria SC1 Partnerships with families and advocacy for student voice – Highly developed interpersonal and communication skills, with a proven ability to build respectful, culturally responsive partnerships with students, parents/carers and families. Actively involves them in decision‑making and advocates for student voice, choice and autonomy. SC2 Expertise in Disability Inclusion Profiles, funding and documentation – Demonstrated expert knowledge and experience in implementing and overseeing Disability Inclusion Profiles across a school, including organising and coordinating evidence, preparing high‑quality documentation, and effectively applying for and managing DI funding to support students with complex needs. SC3 Capacity building through coaching, professional learning and mentoring – Leads the Disability Inclusion team, modelling best practices in IEP creation, SSG completion and providing coaching. Ensures all teachers are supported to create inclusive environments for their students. SC4 High‐level organisational skills, accuracy and attention to detail – Demonstrated high‑level organisational skills and meticulous attention to detail in managing complex documentation and processes. Maintains accurate records, meets timelines, ensures compliance with departmental policies and DI guidelines, and carefully analyses student data to support transparent, evidence‑based decision‐making. SC5 Collaborative teamwork and capacity to work within multi‑disciplinary teams – Demonstrated ability to work collaboratively as part of a multi‑disciplinary team, including classroom teachers, education support staff, leadership, wellbeing teams and external professionals. Shares expertise in DI processes, fostering a culture of mutual support, professional dialogue and collective responsibility for improved student outcomes. Role The Disability Inclusion Leading Teacher is responsible for ensuring the effective implementation of the Disability Inclusion Profile processes and practice across the school. Responsible for the commencement, completion and maintenance of the Disability Inclusion Profile process for students across the school. Supports the consistent implementation and embedding of Tier 2 and 3 interventions in the Multi‑Tiered System of Support for individual students. Collaborates with the principal class on the ongoing development of Disability Inclusion processes and practices. Plans, supports and oversees the implementation of Tier 2 and 3 interventions and initiatives for students supported under DI or identified with complex needs. Consults with classroom teachers and reviews student support plans (BS&RPs, risk management and risk evaluation plans, personal care plans) to support the DIP adjustments. Provides coaching support for teachers developing quality IEPs. Delivers professional learning to staff on the development, use and evaluation of IEPs. Contributes to the NCCD census data. Participates in or leads school‑to‑school transition meetings for students included within the Disability Inclusion program. Participates in prep transition processes for students supported through DI. Other duties as directed by the Principal. Responsibilities Leading and managing the implementation of whole‑school improvement initiatives related to the school strategic plan and priorities. Leading and managing the implementation of whole‑school improvement strategies related to curriculum planning and delivery. Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school. Leading and managing staff performance and development (review of staff). Teaching demonstration lessons. Leading and managing the development of the school's assessment and reporting policies and practices. Leading and managing the implementation of the school operations and policies related to student welfare and discipline. Leading the development of curriculum in a major learning area and participating in curriculum development in other areas. Responsibility for general discipline matters beyond the management of classroom teachers. Contributing to the overall leadership and management of the school. Contributing to the development of proposals for school council consideration. Developing and managing the school code of conduct. Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. Diversity and Inclusion The Department is committed to diversity and inclusion and developing a workforce that is representative of the community we serve. 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. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division via (email protected) (placeholder for actual email). Applicants seeking part‑time employment are encouraged to apply for any teaching service position and, if successful, 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. All school staff are committed to protecting students from abuse or harm in accordance with legal obligations, including child‑safe standards. All schools have a Child Safety Code of Conduct consistent with the Department's exemplar available at Child Safe Standards Policy . DE Values The Department's employees commit to upholding the Department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. These 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 Department Values Overview . 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; induction and support programs are provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at HR Page . Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching. If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program accredited by an Australian State or Territory Teacher Regulatory Authority. A person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. Details of qualification requirements as updated from time to time can be found at the Department's Recruitment in Schools page. #J-18808-Ljbffr