Selection Criteria

SC1 - Demonstrated ability to co-ordinate and support Education Support staff, including effective day-to-day administration, communication, allocation of responsibilities and collaboration across the team.

SC2 - Demonstrated knowledge and understanding of inclusive education and disability support, including the ability to implement appropriate adjustments, accommodations and targeted interventions to meet individual student needs.

SC3 - Demonstrated ability to work collaboratively with the Disability Inclusion Learning Specialist, teaching staff, families and external professionals to develop and co-ordinate effective student support strategies.

SC4 - Demonstrated ability to collect, analyse and monitor student learning and assessment data, including literacy and numeracy assessment, progress tracking and the preparation of evidence for Disability Inclusion Profiles and special consideration applications.

SC5 - Demonstrated highly effective organisational and communication skills, including the ability to co-ordinate Student Support Group meetings, maintain accurate records, communicate sensitively with stakeholders and manage competing priorities.

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. Skilled student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Skilled 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

- Provide day-to-day administration, coordination and management of classroom-based Education Support staff.

- Support the preparation of Disability Inclusion Profiles, including the collection, collation and organisation of relevant student information and evidence.

- Plan and facilitate small, targeted intervention groups to address identified student learning and support needs.

- Undertake literacy and numeracy assessments and maintain accurate records of student progress.

- Support teaching staff with the preparation and implementation of Vineland assessments, reasonable adjustments and targeted interventions.





- Facilitate effective communication and collaboration within the Education Support team regarding student adjustments, accommodations and support strategies.

- Co-ordinate and prepare special consideration applications and adjustments for NAPLAN, examinations and other relevant assessments.

- Attend student support meetings and co-ordinate, schedule and minute Student Support Group (SSG) meetings, as well as participate in parent, professional and other relevant meetings as required.

- Actively participate in regular team meetings, professional discussions and feedback processes, contributing to the continuous improvement of student support practices and Education Support services.

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 versatile 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:

https://www2.education.vic.gov.au/pal/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. 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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Kurnai College is a multi-campus college in the Morwell and Churchill area of the Latrobe Valley, about 150 kilometres south-east of Melbourne.

The College has three mainstream campuses, with two Years 7¿10 campuses located at Morwell and Churchill, and a senior campus for Years 11¿12 co-located at Federation University in Churchill. The College also administers two satellite campuses to cater for students at risk the Latrobe Valley Versatile Learning Option (LVFLO) Campus and the Kurnai Young Parents Program (KYPP) Campus.

Kurnai College has approximately 1450 students attending across its five campuses and employs 220 equivalent full-time (EFT) staff.

The Kurnai College Statement of Purpose reads:
To build a Learning Community with a global perspective which promotes respect and achievement.

We define a Learning Community as a community where:
¿ learning is our focus
¿ all members of the College Community accept the responsibility for increasing their own learning
¿ all members of the College Community accept the responsibility to assist others to increase their learning

The College¿s Four Pillars underpin all aspects of our work. They are Engagement, Excellence, Work Ethic and Relationships.

The current Strategic Plan focuses on building teacher capacity through Professional Learning Teams, improved data literacy and assessment for learning practices. We also focus on creating positive learning environments through the Positive Behaviour Support framework incorporating a restorative approach that is informed by a knowledge of generational poverty and the Berry Street Education Model. The College values student, family, and teacher voice.

The College has moved to a collaborative approach to drive curriculum and pedagogical development. The College has a team of instructional coaches to help build teacher capacity and provides instructional leadership development opportunities for teaching staff over the period of the current plan.

The College has developed a strong ICT network and continues to build its e-learning capacity at every opportunity.

We welcome all students to our College and are particularly proud of our efforts to be an inclusive learning community. The College has been recognised for its work in forging links with the Indigenous community and continues to welcome students from all backgrounds, working with all to achieve success. In recent years the College has changed its logo to better reflect our Koorie connection and respect for the Gunai Kurnai people.

The College works hard to connect with our local community to increase the number of Kurnai students in further education and training.

The College looks to the future with a sense of optimism and a positive frame of mind. With a stronger focus on our Kurnai identity and on belonging to one College across five campuses, combined with an understanding of and commitment to our purpose, we move confidently forward striving to provide the best possible learning opportunities for all members of our learning community.

📌 Disability Inclusion - Education Support Co-ordinator (Gippsland)
🏢 Government schools
📍 Gippsland