2025 Disability Inclusion Administration And Support Leader

2025 Disability Inclusion Administration and Support LeaderJob posted: 02/12/2024
Location: Melbourne | Northern Metropolitan
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Administration/Secretarial
Reference: 1456356
Location ProfileThe community of Greenvale has long-awaited its own a secondary school and is eager for it to be a success story: the secondary school of choice for local families and a school of which all in the community can be proud.
The future of education for Greenvale is now here and students will be prepared for, and encouraged to dream, believe, and achieve.
Our school opened in 2022 and is growing steadily, living up to this ambition.
In 2025, the College has Year 7 - 10 student cohorts.
We will add a year level every year following.
In 2025, the College adds the Year 10 cohort and commences our program planning for senior secondary options to ensure all students have excellent opportunities and outcomes after their schooling.
At Greenvale Secondary College, we focus on supporting individual students wherever they are at in their learning and social development, to ensure our students can feel successful and challenged to be their best.
We offer extension and enrichment, as well as interventions and dedicated support for students who need it.
We have created a learning environment that is built on high expectations for all, where all students can belong and feel connected to their education and community.
Our school vision, mission and values were developed in partnership with the community and are
Vision: We stay at the forefront of education to encourage the development of the whole student, providing them with the knowledge, skills and confidence to succeed and become lifelong learners who are generous, active and informed citizens. Mission: We are on a mission to provide the best education we can forour students by partnering with our community and fostering the natural care and passionour staff have to make a difference. Values: Excellence:We relentlessly pursue excellence and achieve our best Leadership:We support and influence others to achieve more than they thought possible Respect:We respect others for who they are and value their opinions Teamwork:We work together to achieve our goals through trust and mutual support Facilities In 2025, the College opens our brand new facilities which have been under construction through out 2024.
· Administration and Learning Resource Centre building
· Visual Arts Building
· Performing Arts and Physical Education building including large indoor multi-court
· Sports oval
· Landscaped outdoor play and learning areas
· Canteen
The College has a current student capacity of approximately 1100 students, however we will grow into the capacity steadily as we add each Year Level cohort.
Selection CriteriaSC1Demonstrated knowledge and expertise in inclusive education and supporting learners with additional needs, including the capacity to work directly with students who have complex behavioural and learning needs.
SC2Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC3Demonstrated capacity to co-ordinate relevant professional development activities to enhance staff knowledge and understanding of students with specific learning or behavioural difficulties as well as lead a learning support team.
SC4Demonstrated high level oral, written communication and interpersonal skills, including teamwork and collaboration.
SC5Relevant qualifications and experience in areas of education support, inclusion and disability
Role[Attendance requirement for this position]
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.
Professional 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.
ResponsibilitiesTheDisability Inclusion Administration and Support Leaderwill
have oversight and responsibility of individual education plans IEPs across the school and ensure the school meets obligations for students who are required to have an IEPensure each student with disability and additional needs has a quality IEPensure the student has a voice in setting learning targets during the IEP processensure students with disability and additional needs have a learning mentor they may also act as a learning mentorpromote a culture of high expectations and aspirations for the learning of students with disability or additional needsembed evidence-based inclusive education and human rights obligations into school policies and plansensure parents/carers understand the importance of supporting learning at home· Assist in the organisation of Disability Inclusion Profile meetings and SSG meetings including registration ensuring all stakeholders have been consulted and all relevant evidence is compiled and presented in order to maximise the chances of successful funding outcomes
where required support the most appropriate school staff to prepare the student and parents/carers to contribute to SSGsensure the establishment of student support groups SSGs for all students who may benefit from a Disability Inclusion meeting.Collect evidence of classroom interventions and adjustments and track classroom interventions and adjustments based on documented plans in place with studentWith the support of Student Services Manager prepare funding applicationsLiaise with a range of agencies the department and its key personnel.· · work with the relevant Learning Specialists Teaching and Learning Leaders and Learning Support staff to establish systems for monitoring of student learning goals and classroom adjustments
Work with the school leadership team to ensure our Disability Inclusion program is aligned to the School and Department policy and guidelines and maintain confidential and sensitive data on each student.Other administrative support tasks and classroom support as directed by Student Services ManagerWho May ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all.
We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.It is our policy to provide reasonable adjustments for persons with a disability (seeWorkplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
Child Safe StandardsVictorian 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:
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:
· Relevant qualifications and experience in areas of education support disability inclusion and student learning.Working with Childrens checkHave an understanding of PSDMS and SOCSOther Information · In 2025, the College has Year 7 - 10 student cohorts.
We will add a year level every year following.
In 2025, the College adds the Year 10 cohort.
· Until 2026 teachers will have a higher than normal curriculum development role.
This curriculum is developed in detail, is shared and is collaborative in nature.
· As a College, we prioritise developing the skills of our staff and students, with observation, measurement, goal setting and improvement for all.
We run a targeted coaching program and offer a leadership development pipeline for staff aspiring to school leadership and positions of responsibility.
· We offer flexible working arrangements to all staff including a working from home option.
Applications should be constructed, and attached, as one PDF document.Applications (single document) should include your cover letter, CV, response to the Key Selection Criteria and a list of 3 relevant referees.Applications should be saved as a PDF.Conditions of EmploymentThis vacancy is specifically linked to Student Support Funding and is ongoing.
If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks' notice.
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