Ed Support Level 1-Range 3 - Disablility Inclusion Coordinator

Ed Support Level 1-Range 3 - Disability Inclusion Coordinator Job posted: 14/11/2024 Location: Melbourne | Southern Metropolitan Job type: Full time / From 28/01/2025 - 26/01/2028 Organisation: Schools (Government) Salary: Salary not specified Occupation: Administration/Secretarial Reference: 1451772 Closes: 27/11/2024Selection Criteria Selection Criteria Demonstrated relevant experience/knowledge at supporting students with disabilities and additional needs, along with knowledge of the way students learn and the strategies that can be utilised to support them.Demonstrated relevant experience/knowledge in assisting teachers to support diverse learners through the provision of advice, PD in relation to students with additional needs.Demonstrated experience/knowledge of the Disability Inclusion Profile or PSD funding process for diverse learners.Demonstrated capacity to work within and/or lead a large team, and work cooperatively and collaboratively with others (e.g., teachers, education support, students, and parents).Demonstrated proficiency in the use of office systems, software, or technical equipment as relevant to the position.Demonstrated high level organisational skills, including the capacity to prioritise workflows.Role Attendance is a 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.ResponsibilitiesBe an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students.Prioritise resources and time to identify and consider the needs of students with disability and additional needs.Ensure each student with disability and additional needs has a quality IEP that meets at least level 2 of the IEP quality checklist rubric, through supporting/building capacity of teachers to develop quality IEPs.Ensure the student has a voice in setting learning targets during the IEP process.Determine whether other students with disability and additional needs could benefit from an IEP.Review school processes for student support groups, personalised goal setting and IEPs.Build staff capacity to understand, develop and implement IEPs.Collaborate with services working in the school to deliver adjustments to students.Ensure students with disability and additional needs have a learning mentor (they may also act as a learning mentor).Embed inclusion and disability expertise in strategic planning and recruitment practices of the school.Embed evidence-based inclusive education and human rights obligations into school policies and plans.Ensure parent(s)/carer(s) understand the importance of supporting learning at home.Register students who require a profile meeting.Respond to any requests from facilitators for additional information.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 information for Disability Inclusion profile meetings.Liaise with the school's Student Support Services key contact as required.Where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to Disability Inclusion profile meetings.Ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion profile meeting.Ensure the provision of a range of administrative support functions for the Principal and teaching staff.Provide administrative support to external service providers as required.Manage the processing of student admissions, registrations, enrolments and transfers.Provide required level of administrative support for school events, functions and projects.Implement induction programs for new staff, volunteers and other workers to the school.Who May Apply Individuals 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.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.Location Profile Cranbourne South Primary School's (CSPS) mission is to empower teachers, students and community members to embrace learning, achieve their personal best and strengthen emotional, social and physical wellbeing. Our vision is to provide all students with an education they can be proud of by exhibiting confidence and creativity in this complex and ever changing world. CSPS opened in 1956; located in a semi-rural environment approximately 5 kilometres south of Cranbourne. CSPS enrolment for 2023 was 330. In 2021, CSPS has undergone a significant Capital Works project ($5.9 million) which will provide a purpose built, new facility (on Browns Road) including specialist STEM and Arts spaces, kitchen, wellbeing, administration, first aid, new toilet amenities, upgrade of the staff carpark and notable landscaping across the school. These works were completed July 2022. The dedicated staff of CSPS comprises of 2 Principal Class, 2 Learning Specialists, 20 teaching staff, 11 Education Support Staff, 1 Business Manager, 2 Office staff, 1 part time First Aid/OHS/Emergency Management leader and 1 Welfare Officer (0.6). At CSPS, we pride ourselves on distributive leadership; represented by a strong commitment by the School Improvement Team (SIT). Teams are based on a Professional Learning model, where data and point of need teaching, learning and wellbeing are the key focus. The school structure is predominantly a singular class model, consisting of 15 classes, divided into Junior (Foundation – Year 2), Middle (Year 3 & 4) and Senior School (Year 5 & 6). CSPS focuses on teaching the stage of development, not the age of the child, through use of explicit data sources to identify point of need instruction. Support approaches and programs focus on literacy and numeracy development from the perspectives of early intervention, extension and growth. The specialist programs are a highlight of motivation and engagement. The three key specialist programs open the doors to further critical thinking and discovery for students within The Arts, Health/Physical Education and Environmental Science (new 2021 program). Extra curriculum opportunities are varied, including camps, excursions and in-school activities, swimming and water safety programs, lunchtime clubs, Perceptual Motor Program, intra/interschool sports, school concert and school/community Empowerment Projects. CSPS predominately utilises the Google platform for communication and collaboration, with additional Apple technology availability. The Digi Tech program is overseen by classroom teachers; expanded through the introduction of commercial panels/screens in all learning spaces. The Student Wellbeing program is extensive in the daily implementation of strategies and programs that support student mental wellness and welfare. CSPS continues to implement the SWPBS (School Wide Positive Behaviour Support) framework, in aspiration of full accreditation by 2022. Student voice, agency and leadership continues to develop strongly, evidenced with the Year 6 leadership program, School Community Captains (SSC), SET (Sustainability & Environment Team), JSC (Junior School Council) and isea icare dolphin ambassadors. CSPS prides itself on community engagement and connection, highlighted by the Parents and Friends Association who are crucial in fundraising and bonding the community together. On site, TheirCare provides a before/after school care program. In addition, a local bus is available for students who access the Aussie Kinders before/after school care program.Contact:To apply for this role, you will be redirected to the Schools (Government) job application system.#J-18808-Ljbffr