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 work and collaborate with others in a team environment.

SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4 Possess the technical knowledge and expertise relevant to the position.

SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6 A commitment to professional learning and growth for both self and others.

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 work and collaborate with others in a team environment.

SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4 Possess the technical knowledge and expertise relevant to the position.

SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6 A commitment to professional learning and growth for both self and others.

Role

Inclusion Support Staff members provide practical, student-centred support to assist teachers in creating inclusive learning environments. Working under the direction of classroom teachers and the Leading Teacher Disability Inclusion,



the role focuses on supporting students within the Disability Inclusion program, and others identified through the school’s Multi-Tiered System of Supports (MTSS), to access learning, maintain engagement, and navigate the school day successfully.

The Inclusion Support Staff member carries out tasks in accordance with clearly established guidelines, accepted practice, and school policy under the supervision and direction of a teacher. All student-facing responsibilities are undertaken with a teacher retaining clear responsibility for educational delivery, student welfare, and decision‑making.

Support may be provided to both funded and non‑funded students to enable teachers to deliver targeted instruction and individualised support within an inclusive classroom setting. The expectations for how this team work together are set out in the separate Disability Inclusion Team Charter.

The following qualities and capabilities are expected of all Inclusion Support Staff members at Highvale Secondary College:

- A genuine commitment to inclusive education and the belief that all students deserve access to quality learning experiences.
- The ability to follow documented procedures, plans, and teacher direction consistently and reliably.
- A calm, respectful, and strengths‑based approach to working with young people, including those with complex needs.




- Clear and professional communication with teachers, students, families, and colleagues.
- Willingness to participate in training and qualified learning as required.
- A commitment to the values of Highvale Secondary College: Respect, Resilience, Responsibility, Integrity, and Excellence.
- A commitment to the values of the Department of Education: Integrity, Responsiveness, Impartiality, Accountability, Respect, Leadership, and Human Rights.

Inclusion Support Staff members are expected to:

- Work under the direction of classroom teachers and school leadership at all times, using initiative only within clearly defined tasks where procedures are well established and direction is readily available.
- Attend work in accordance with the agreed roster and hours, including being on site and ready to commence duties at the scheduled start time, returning from breaks at the agreed time, and remaining at work until the scheduled finish time.
- Maintain full attention and presence when working with students, including refraining from personal mobile phone use during student‑facing duties, except for emergency contact with school leadership.
- Participate in professional learning and training as directed by school leadership, to maintain and develop the skills and knowledge relevant to the role.
- Undertake training identified by the school as required to support vulnerable students, including training related to specific medical conditions, behaviour support, or student care needs.
- Perform other duties consistent with the Range 2 classification as directed by the Principal or delegate.

Responsibilities

Classroom and Learning Su

📌 Integration Aide/Inclusion Support (Melbourne)
🏢 Government schools
📍 Melbourne