Education Support - Disability Inclusion Coordinator

- Demonstrated knowledge, understanding and experience in supporting students with additional needs, including Disability Inclusion funding, processes and practices, and the provision of inclusive programs, adjustments and support within a school setting
- Strong organisational, administrative and time management skills, with the capacity to manage multiple priorities, maintain accurate records and meet competing deadlines in a complex school workplace.
- Well-developed interpersonal and communication skills, including the demonstrated ability to build effective relationships and collaborate with students, families, school staff, external agencies to support positive student outcomes.
- Demonstrated commitment to ongoing professional learning and development, with the capacity to apply new knowledge, respond to emerging practices and contribute to continuous improvement and innovation in Disability Inclusion

- Demonstrated knowledge, understanding and experience in supporting students with additional needs, including Disability Inclusion funding, processes and practices, and the provision of inclusive programs, adjustments and support within a school setting
- Strong organisational, administrative and time management skills, with the capacity to manage multiple priorities, maintain accurate records and meet competing deadlines in a complex school environment.
- Well-developed interpersonal and communication skills, including the demonstrated ability to build effective relationships and collaborate with students, families, school staff, external agencies to support positive student outcomes.
- Demonstrated commitment to ongoing professional learning and development, with the capacity to apply new knowledge, respond to emerging practices and contribute to continuous improvement and innovation in Disability Inclusion

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of skilled 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.Qualified 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.

Role:

The Disability Inclusion (DI) Coordinator will perform a number of duties in accordance with guidelines, accepted practice and school policy. The DI Coordinator will be part of the Inclusion Team and will report to the Inclusion Leading Teacher.

The DI Coordinator is required to:

- interact professionally with students,



staff and the broader college community
- prioritize and manage work demands
- communicate effectively with a range of people
- work as part of the Inclusion team to ensure objectives are met in a timely and professional manner.

Selection Criteria

- Demonstrated knowledge, understanding and experience in supporting students with additional needs, including Disability Inclusion funding, processes and practices, and the provision of inclusive programs, adjustments and support within a school setting
- Strong organisational, administrative and time management skills, with the capacity to manage multiple priorities, maintain accurate records and meet competing deadlines in a complex school environment.
- Well-developed interpersonal and communication skills, including the demonstrated ability to build effective relationships and collaborate with students, families, school staff, external agencies to support positive student outcomes.
- Demonstrated commitment to ongoing professional learning and development, with the capacity to apply new knowledge, respond to emerging practices and contribute to continuous improvement and innovation in Disability Inclusion

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 adaptable 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:

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:

Other Information

- 5 days, 8.00am to 4.00pm (includes hour unpaid lunch break).
- This position is not required to work during school holidays.
- Please provide the contact details of 3 referees in your application.

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

Location Profile

Keilor Downs College is a large single campus secondary school of approximately 1250 students, situated on the north-western edge of suburban Melbourne. Students and staff reflect the many different cultural backgrounds present in the local community.

Keilor Downs College has a strong record of achievement in the Victorian Certificate of Education (VCE) and provides a broad range of VCE subjects. The numbers of students achieving ATAR scores over 90 has increased strongly in recent years, along with the percentage of students accessing University. There is also a strong VCE Vocational Major program, with excellent outcomes.

The college also strongly participates in the Brimbank VET cluster which further enhances the choices available to students by offering over 30 VET classes, with Cert II Hospitality, Cert II Sport & Recreation, and Cert II Building & Construction run on site.

Year 10 acts as an introductory year to VCE for many students, with the timetable aligned with Years 11 and 12 and with many of the processes and terminology of VCE introduced in this year. There is also opportunity for students in Year 10 to access Year 11 VCE subjects. There are also a strong applied learning pathways for students who are working towards VCE VM in Year 11.

A notable aspect of the college is its strong student support structures, with each individual student being known and supported academically and personally. This is achieved by both a House and a Home Group structure. Student engagement and management is based on four vertically structured Houses of Year 7-12 students. Each House has a unique identity and each is resourced with a Principal Class member, House Leader (Leading Teacher), three Student Coordinators and a Secondary Teacher Assistant. Home Group teachers are assigned to each new Year 7 Home Group and follow them through to Year 12. We also have very strong Wellbeing, Pathways and Inclusion Teams who offer a wide range of supports and programs to students.

We have an extremely active student leadership program, consisting of House Captains, Year Level Leaders, KLA and Co-curricular Program Ambassadors and Peer Leaders.We also have a very active extra-curricular program and achieve excellent participation and success in areas such as sport, music, debating and chess.

The college is an original DET accredited provider of the Select Entry & Accelerated Learning Program (SEAL), with a highly successful program for gifted students. The College operates an International Students Program (ISP) and our students have enjoyed considerable success at VCE. Our Soccer School is extremely successful and involves over 10% of students in a well structured and highly regarded program.

Victorian government schools are child safe environments. Keilor Downs College actively promotes 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 the Child Safe Standards. The school's Child Safety Code of Conduct is available on the school's website.

For further information please refer to the College website at

School Vision:

- Building positive relationships of mutual respect based on fair learning and fair treatment within a safe and secure environment
- Embracing individuality, diversity and developing independent, self-regulating learners
- Establishing a challenging and engaging learning environment which encourages the development of all students to their full potential

College Values:

Inclusion : To embrace and celebrate diversity and ensure equal access and opportunities for all.

Resilience : To actively develop attitudes and skills to effectively meet challenge and adapt to change.

Respect : To value everyone in our community and ensure all our actions have a fair and positive impact on

others.

Growth : To provide a learning environment that encourages effort and promotes improvement in all areas.

Connection :To maintain a caring and collaborative community that prioritizes wellbeing.

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📌 Education Support - Disability Inclusion Coordinator (Melbourne)
🏢 Government schools
📍 Melbourne