Disability Inclusion Officer (Ed Support Level 1-Range 3)

Disability Inclusion Officer (Ed Support Level 1-Range 3) Job posted: 02/05/2024
Location: Melbourne | Northern Metropolitan
Job type: Part time / From 11/06/2024 - 19/12/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Other
Reference: 1413924
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 Understand and have knowledge of students with a broad range of disabilities and demonstrated experience working with vulnerable families.
SC 3 Demonstrated capacity to work and collaborate with others in a team environment.
SC 4 Demonstrated high level oral and written communication skills and capacity to communicate effectively with members of the school community and external services.
SC 5 A commitment to professional learning and growth for both self and others.
Role This is a part time position - three days per week.
Preferred days: Monday, Wednesday, Thursday
Start/Finish time by negotiation: 8:30am-4:30pm or 9:00am-5:00pm
Disability Inclusion Officer Role:
The Disability Inclusion Officer ensures students with disability and additional needs are engaged in education and meeting their learning goals. To do this they work collaboratively with the school¿s leadership team, student support team and allied health professionals. They work collaboratively with services/teams outside school, which may include Health and Wellbeing Inclusion Workforces, liaising with Student Support Services key contacts and external therapists.
The Disability Inclusion Officer will play a key role in the school¿s transition to Disability Inclusion, which can include supporting the organisation of Disability Inclusion Profile meetings and supporting teachers to identify students who may benefit from a profile meeting. They will continue to coordinate PSD applications until the full roll out of Disability Inclusion.
Range 3:
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.
Responsibilities § lead contact for Disability Inclusion within the school
§ ensure Disability Inclusion profile meetings are booked for all students who require profile meetings
§ support school staff and the SSG to prepare and gather supporting documentation and information for Disability Inclusion profile meetings
§ liaise with the school¿s Student Support Services key contact as required
§ facilitate student support group meetings with parents, to assist teachers in communicating objectives and outcomes relating to educational programs and/or students
§ liaise with service providers, welfare agencies and relevant organisations to facilitate student supports
§ m anage and maintain student files and reports using a consistent, confidential school wide system
§ contact parents/carers and external services to obtain required assessment documents to prepare for Program for Students with Disabilities (PSD) applications and Disability Inclusion Profile (DIP)
§ collect and prepare required assessment documents to support the facilitation of Program for Students with Disabilities (PSD) applications and Disability Inclusion Profile (DIP) meetings
Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment The Department of Education and Training 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values The Department's employees commit to upholding DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET'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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
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 ProfileCampbellfield Heights Primary School aspires to create a nurturing and inclusive setting that empowers every student, fostering their independence and success in education while encouraging active citizenship within their community. The school has an enrolment of 155 students and employs 28 staff members, including 2 principal class, 12 teaching staff and 14 educational support staff.
Our core values at CHPS - Successful Learners, Respect, Safety and Responsibility - have been developed through the implementation of the School Wide Positive Behaviour Support Framework. We are dedicated to cultivating safe, respectful, responsible and successful learners by promoting a stimulating, positive and inclusive environment.
Established in 1972, Campbellfield Heights Primary School is situated in the City of Hume, approximately 15 kilometres from Melbourne's CBD. The school encompasses two primary buildings and a Community Hub, offering ample space for students to engage in both play and learning. Facilities include a spacious oval, purpose-built pavilion, turfed sports courts, modern playground equipment, gardens and natural outdoor areas.
Campbellfield Heights Primary School takes pride in its support of a diverse community, which enriches all aspects of school life. There's a strong social focus evident in our participation in events like Harmony Day, special themed weeks, character dress-up days, family sports activities, welcome-to-school barbecues and informational evenings.
The school's staff profile encompasses a range of educators, from newly graduated teachers to highly accomplished ones. The team includes a Principal, Assistant Principal, Leading Teacher, Learning Specialist, Student Wellbeing and Engagement Leader, Tutor, Speech Therapist, Student Support Officer, HUB Coordinator and a variety of Education Support Staff. They collaborate in teams with leadership support to enhance their skills, knowledge and the delivery of the Victorian Curriculum, ultimately aiming to improve student outcomes. The staff receive support for continuous development as innovative educators through professional learning and reflective practices. Teachers work in teams, following the PLC improvement cycle, to become proficient in using data and research to enhance their teaching practices.
English, Mathematics and Wellbeing are central to the school's educational program. The school provides targeted support through Wellbeing, Literacy and Numeracy intervention initiatives, with a commitment to explicit teaching tailored to individual learning needs within a safe, compassionate and engaging environment. Campbellfield Heights Primary School currently offers specialised programs in Italian, Visual Arts, Performing Arts and Physical Education.
With a strong emphasis on fostering a positive learning atmosphere through the School Wide Positive Behaviour approach, students at Campbellfield Heights PS focus on developing specific skills to strengthen relationships, nurture positive emotions, bolster personal resilience, encourage mindfulness and promote a healthy lifestyle. The school actively promotes student engagement, inspiring them to excel and equipping them with the qualities to thrive in the future.
Part time / From 11/06/2024 - 19/12/2025
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