Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 3

Occupation: Education and training

Location: Gippsland - Baw Baw

Reference: 1544131

Selection Criteria

SC1 ¿ Knowledge and understanding of Disability Inclusion and student support Demonstrated understanding of the Victorian Department of Education¿s Disability Inclusion approach, including the Disability Inclusion Profile (DIP) process and the importance of reasonable adjustments, inclusive practices and individualised support for students with disability and additional learning needs. Demonstrated ability to work collaboratively with teachers, Education Support staff, students and families to support student participation, inclusion and educational outcomes.

SC2 ¿ Coordination and management of Disability Inclusion Profile applications

Demonstrated ability to coordinate the Disability Inclusion Profile application process from initial identification of need through to preparation, submission and follow-up. This includes gathering relevant information and supporting evidence, coordinating meetings and consultations, ensuring documentation is complete and accurate, monitoring application progress and maintaining appropriate records and timelines.

SC3 ¿ Communication and collaboration

Demonstrated highly effective communication and interpersonal skills, including the ability to establish positive and professional relationships with students, families, teachers, Education Support staff, school leaders and external professionals. Demonstrated ability to communicate information clearly, sensitively and confidentially, particularly when discussing a student's disability, learning needs, adjustments and support requirements.

SC4 ¿ Administration, organisation and attention to detail

Demonstrated ability to manage confidential student information and undertake accurate administrative processes. This includes maintaining appropriate records, preparing documentation, monitoring deadlines, coordinating meetings, maintaining DIP-related data and ensuring applications and supporting evidence are submitted accurately and within required timeframes. Demonstrated ability to prioritise competing tasks and work independently while seeking guidance when required.

SC5 ¿ Student-centred approach and inclusive practice

Demonstrated commitment to inclusive education and a student-centred approach. Ability to identify and advocate for reasonable adjustments that enable students with disability to access learning, participate in school activities and engage successfully in the school community. Demonstrated understanding of the importance of consulting with students, families and relevant staff when developing and reviewing supports.

SC6 ¿ Problem solving, initiative and teamwork

Demonstrated ability to identify issues, gather relevant information and develop practical solutions to support students and the Disability Inclusion process. Ability to work independently within established procedures while also contributing effectively as a member of a multidisciplinary school team. Demonstrated initiative in identifying gaps in documentation, support or processes and following these through to resolution.

SC7 ¿ Confidentiality, professional conduct and compliance

Demonstrated understanding of the importance of confidentiality, privacy, professional boundaries and appropriate information-sharing when working with student and family information. Demonstrated ability to maintain accurate records and comply with Department of Education policies, procedures and school processes relating to Disability Inclusion, student support, information management and child safety.

Role

ATTENDANCE IS NOT REQUIRED IN THE TERM BREAK FOR THIS POSITION The Disability Inclusion Leader provides administrative, coordination and operational support to the College's Disability Inclusion processes, with a particular focus on coordinating and submitting Disability Inclusion Profile applications. The position works collaboratively with students, families, teachers, Education Support staff, school leaders and relevant external professionals to ensure applications are accurate, timely, well-supported by appropriate evidence and aligned with the student's educational needs and reasonable adjustments. 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. 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

The Disability Inclusion Leader would be responsible for coordinating the school's DIP application process, including:

- Acting as the key school contact for Disability Inclusion Profile applications.
- Identifying students who may require a DIP and supporting staff to understand the process.
- Liaising with classroom teachers, Sub-School Leaders, Wellbeing, Inclusion staff, Education Support staff and school leadership.
- Communicating with parents/carers regarding the DIP process and information required.
- Coordinating collection of relevant student information and supporting evidence.
- Assisting staff to prepare documentation and evidence for DIP applications.
- Coordinating meetings and consultations required as part of the process.
- Preparing and submitting DIP applications through the relevant Department processes.
- Monitoring applications and following up outstanding information or actions.
- Maintaining a central register of DIP applications, outcomes, reviews and required follow-up.
- Ensuring relevant staff are informed of approved adjustments and support arrangements.
- Supporting the implementation and review of reasonable adjustments.
- Maintaining strict confidentiality of student and family information.
- Providing regular updates to the Inclusion Leader/Principal or relevant school leader regarding application status, emerging issues and resourcing needs.
- Supporting the school to maintain consistent and accurate Disability Inclusion documentation.
- Developing processes, templates and checklists to improve the efficiency and quality of DIP applications.
- Supporting staff capability by providing guidance to teachers and ES staff about the evidence and information required for applications.

Who May Apply

Any person with the qualifications and experience in the DIP process may apply

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 protected]

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

The Drouin Secondary College vision is: "To ensure every student develops the knowledge, skills and behaviours needed to positively contribute as responsible and caring citizens of a changing, global community." The College¿s daily life is linked closely to our core values: ACHIEVEMENT, RESPECT, COMMITMENT AND COMMUNITY. Drouin Secondary College is a steadily growing rural year 7 to 12 school with 1077 students in 2026. Students attending the College come from a large geographical area. The nature of the community is changing with steady growth in the major centres of population ¿ Drouin, Bunyip, Garfield and Longwarry.

The geography of our feeder area means that an extensive bus network is coordinated by the College. The college designated boundary can be identified by the Find My school platform.

The College has 94 teaching staff including 5 Principal Class, 4 paraprofessionals, and a further 57 support staff.

Drouin has a 1 to 1 learning program with all students having personal use of a Netbook. Students also have online 24/7 access to support their learning on Microsoft office and COMPASS for curriculum content and management system.

The Blackwood Centre for Adolescent Development (BCAD) is located on a separate campus at Hallora. It provides a yearlong early intervention program for students at risk of dis-engaging in their education. Students from across West and Inner Gippsland can access BCAD.

Our goals for the 2026 to 2030 Strategic Plan are:

- Optimize the achievement and learning growth of all students.
- Maximise the wellbeing and connectedness to school of all students.

DSC is an inclusive community connected school. We believe all students can learn and we offer students a high level of support and have equally high expectations. We develop a culture of respect with students being active agents of their own learning. Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level. The college offers a wide curriculum including VCE, VM, VETis, applied and accelerated pathways.

DSC staff are lifelong learners who work collaboratively with an unwavering focus on positive personal and educational outcomes for our students.

Applications close Tuesday 29 September 2026 at 11.59pm

Posted

16 September 2026

📌 DISABILITY INCLUSION LEADER - ES 1-3 (Baw Baw)
🏢 Victorian Government
📍 Baw Baw