Disability Inclusion Co-ordinator Level 1-4

Disability Inclusion Co‑ordinator Level 1-4 The theme for Robinvale College is "New Beginnings", where staff and students will collaborate with the rest of the College Community and its partners to make Robinvale College the school of choice. An exciting challenge and opportunity lies in providing a learning environment that simultaneously respects diversity, while building college and community identity and pride. This position is for the educator who wants to make a difference. Robinvale College was established as a new entity in January 2016 through the closure of Robinvale P-12 College which was formed in 2010 through the merger of Robinvale Secondary College and Robinvale Consolidated School. The College serves a large horticultural and agricultural community. We seek to appoint an experienced and highly motivated school leader; a leader who recognises and embraces diversity, engages, and partners with the local community, and who builds a highly skilled and strongly student‑centred staff team to improve student outcomes and pathways to future learning, training, and employment opportunities. As a rural school, Robinvale College's student profile is unique. The college is proud of its many cultures including Anglo Celtic, Italian, Koorie, Polynesian, Greek and Asian. In 2020 approximately 56% of the students were either of Aboriginal and/or Torres Strait Islander, or Polynesian descent. In recent years the local community has seen an influx of new arrivals; there are over 40 different nationalities, including refugees from the Middle East and Horn of Africa – all in a town of 8,000 people. The need to provide inclusive educational opportunities for the many diverse cultures of students is fundamental. Raising achievement in Literacy and Numeracy continues to be the focus of student learning. The College aims for a combination of high‑quality teaching practices focusing on using data to inform practice and high levels of student engagement, primarily through students having a sense of ownership of their data and setting challenging goals. We aim for students to develop resilience to persevere through any challenges and to navigate the everyday issues that affect them in a spirit of problem‑solving, optimism, creativity, and fun. In 2019 Robinvale College entered into a 10‑year agreement with the Colman Foundation to become an "Our Place" School. This exciting partnership will support the opportunity for Robinvale College to provide families with a greater level of access to a range of services. Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established school guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role. SC2 Demonstrated capacity to collaborate with others in a team environment, leading and/or managing self and others to achieve key priorities within school goals. SC3 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work. SC4 Possess the technical knowledge and expertise relevant to support students, staff and families with wellbeing referrals. SC5 Demonstrated capacity to fulfil the Disability Inclusion initiative administration tasks to a high standard. Demonstrated passion and ability to develop strong community, staff and student relationships to support the wellbeing outcomes for students and families. Role Attendance requirement for this position. Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. The role involves managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations. Objectives are generally clearly defined; guidelines are 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. Specialized professional roles 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 Key Responsibilities: Lead the implementation of Disability Inclusion across the school in line with DET guidelines and school priorities. Act as the primary contact for Disability Inclusion and inclusive education, promoting access, equity, and participation. Work with leadership to develop a whole‑school plan for identifying students who may require a Disability Inclusion Profile (DIP) and coordinate the DIP referral and review process. Maintain accurate records of DIP submissions, outcomes, and funding allocations, ensuring timelines are met and processes are documented. Inclusive Planning and IEP Oversight: Ensure high‑quality IEPs are in place for all students with disability and additional learning needs, including those with DIP funding, learning disorders, or social‑emotional needs. Provide coaching and support to staff to develop inclusive, student‑centred goals that reflect student voice, curriculum access, and growth. Collaborate with other leaders to ensure IEP obligations are met across all required student cohorts, including Koorie, OOHC, and vulnerable learners, without directly leading IEPs outside of Disability Inclusion. Staff Capacity and Support: Build teacher and ES staff capability to implement inclusive practices and evidence‑based adjustments for diverse learners. Deliver professional learning to staff on Disability Inclusion, DIP processes, inclusive planning, and adjustment implementation. Collaborate with teachers and ES staff to ensure specialist recommendations (e.g. speech, OT, psychologist) are understood and actioned appropriately. Monitor and support consistent follow‑up from Student Support Group (SSG) meetings, ensuring all agreed actions are implemented. Student Support and Documentation: Coordinate and attend Student Support Group (SSG) meetings for students with DIP funding and other high needs. Support the development and review of Safety Plans, Behaviour Support Plans, and any documentation required for funded students. Assist in tracking the impact of adjustments and interventions for students with disability to support continuous improvement. Family and Community Engagement: Strengthen relationships between school and families, supporting them to understand learning adjustments, IEP goals, and the DIP process. Communicate clearly and respectfully with families during planning, meetings, and follow‑up, promoting collaborative support for each child. Help parents understand their child’s learning plan and how they can support learning and regulation at home. NCCD and Compliance: Support the Assistant Principal – Wellbeing and Inclusion in the planning, evidence collection, and validation of students included in the Nationally Consistent Collection of Data on School Students with Disability (NCCD). Ensure NCCD evidence (adjustments, consultation, functional impact, and category of disability) is documented and accessible for all students included in the count. Work with teachers and ES staff to collect and verify adjustment evidence, ensuring accuracy and consistency across levels of support (supplementary, substantial, extensive). Networks and Compliance: Liaise with DET Student Support Services (SSS), Students with Disability Assessment Service (SwD‑AS), allied health professionals, and inclusion advisors. Participate in regional Inclusion Forums and other relevant network events to stay informed of policy updates and best practices. Provide reports and updates to the leadership team on inclusion data, trends, and professional learning needs. Other duties as directed by the Leadership Team. 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 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 programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at #J-18808-Ljbffr