Disability Inclusion Support

Department of Education Victoria – Glenroy VIC 7d ago , from Department of Education & Training Victoria Glenroy College is located in Glenroy 20 minutes from the CBD on the corner of Glenroy and Cardinal Roads. It has easy access to public transport centred between Glenroy and Fawkner Train Stations. The diverse cultural and ethnic backgrounds of the 460 students enrolled at the College are drawn from the surrounding areas, including Glenroy, Oak Park, Hadfield, Pascoe Vale, Coburg and Broadmeadows. In 2020, the College confirmed a significant increase in enrolments, testament to the strategic changes that have been implemented over the past 3 years which have created a positive perception of the College in the community. The College completed a rebuild of the main teaching and administration areas over 2020. Our students are our greatest ambassadors and they continually and positively represent the College values of Achievement, Respect, Integrity and Teamwork, in their own learning and their behaviours towards others. Glenroy College is committed to successful outcomes for all our students. We work to equip students with the essential learning skills they will need to succeed in our complex, flexible and constantly‑changing world. The College staff has adopted High Impact Teaching Strategies across all domains, implemented Literacy and Assessment for Learning, College‑Wide Positive Behaviour Support and Professional Learning Communities. We also have a collegiate classroom visit structure based around teaching teams to support effective teaching practices. The College actively supports our learners with Junior (Years 7‑9) and Senior (Years 10‑12) Sub Schools with Year Level Leaders and a Sub School Manager. Each Sub school is further supported with teams of staff who provide individualised attention to the academic progress and wellbeing of each student. Increased enrolments suggest that the College may structure the year levels across 3 Subschools in the near future. Our programs encourage the highest standards of achievement in every activity undertaken by our students. We collect literacy and numeracy data on students in years 7 to 10 through established testing schedules. Feedback is provided to students and data is provided to teaching teams whose major role is to improve academic outcomes for all students. This data is also used to inform parents of their child’s progress through our system of parent interviews and online parent portal. In 2020 we implemented a 5 weekly progress reporting system and, due to covid19 Remote and Flexible Learning, conducted inaugural virtual Parent Teacher Interviews which received a very strong positive endorsement from our families. Our teaching and learning methods recognise that students must be able to use computers and multi‑media technologies with confidence and understanding to enhance both their learning and their ability to fully participate in our information‑filled world. This has been further highlighted during 2020 where teaching and learning was significantly conducted through remote platforms. Additional special programs are available to support and extend students including our interactive and supportive Junior and Senior Back on Track, Instrumental Music and inter‑school sport, Middle Years Literacy and Numeracy Support, High Achievers Program, Drama and music performances through partnerships with local community organisations. We conduct a successful Year 6 to 7 transition program incorporating extended orientation with trained Year 9 Buddies. All Year 9 students participate in the Rite Journey and $20 Boss, programs designed to assist young people transitioning into adulthood and provides them with experiences of community volunteering and developing business awareness. The College uses the adaptive, individualised online Maths Pathway to replace the textbook in Years 7‑9 to develop their understanding and application of numeracy. Our Senior students have access to both VCE and VCAL from Year 11. The strength of Glenroy College lies in our ability to provide an excellent, balanced and diverse program, while blending innovation and tradition, allowing freedom and creativity within a caring, co‑educational setting in which each student learns and grows in an environment of mutual respect and co‑operation. The College uses the framework of the Positive Behaviour Support to structure and implement student management and wellbeing through the years with a strong focus on the College Values: Achievement, Resect, Integrity and Teamwork. The College has a strong and interconnected Engagement and Wellbeing Team, comprising Wellbeing Team Leader, Inclusion Co‑ordinator and Inclusion Aides, Family Liaison Officer, Chaplain, Adolescent Health Nurse, Doctor in Schools, visiting professionals including psychologists, speech therapists and social workers. Students also benefit from a range of programs and services provided by local organisations, including Moreland Council. Students are careers counselled extensively when moving through the year levels and into VCE/VCAL developing pathways built around their interests and strengths and acknowledging their aspirations. Accelerated year 10 students are invited to access VCE subjects. The College also offers access to VET programs along with VCAL. Our College develops student leaders through all levels with Class Captains, College Year 12 Captains and Sports Captains. We provide a high quality and extensive student wellbeing structure involving mentors and level leaders supported by a wellbeing team that provides programs, case management and counselling. The College welcomes and encourages parent and community involvement. Our facilities are used extensively by community groups after school and on weekends. We are looking for a dynamic and enthusiastic staff member, committed to working with staff teams to achieve the best possible outcomes for each of our students. If you are interested in applying and would like to know more about the role and the College itself, please telephone Assistant Principal Engagement & Wellbeing Lidia Tizian *** Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role. SC2 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills. SC3 Possess the technical knowledge and expertise relevant to the position. SC4 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area. SC5 A commitment to professional learning and growth and understanding of the Disability Inclusion (DI) process and a willingness to work towards inclusive outcomes for all students. Role 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. Responsibilities Ensure the provision of a range of administrative support functions for the Principal and teaching staff. Provide administrative support to external service providers as required. Manage the processing of student admissions, registrations, enrolments and transfers. Provide required level of administrative support for school events, functions and projects. Implement induction programs for new staff, volunteers and other workers to the school. 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 (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: 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website at: #J-18808-Ljbffr