Flexible Learning Options (Flo) Education Support Leader- Disability Inclusion

Flexible Learning Options (FLO) Education Support Leader- Disability InclusionJob posted: 04/11/2024
Job type: Full time / From 28/01/2025 - 26/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Other
Reference: 1448648
Location ProfileMelton FLO (Flexible Learning Options) cater for secondary school students who are disengaged, or at risk of disengaging, with mainstream schooling within the Melton and Brimbank area of Victoria. The key objectives of our FLO programs are to support and re-engage students with positive learning experiences in an alternative flexible education setting to improve their literacy, numeracy, and personal development and to re-engage with mainstream education, or transition into further education, training and/or employment.
Melton FLO offers three accredited re-engagement FLO programs:
CaLM (Community and Learning Melton)Victorian Pathways Certificate (VPC)The CaLM campus, located in Kurunjang, Victoria, is registered as a campus of Melton Secondary College with all FLO programs operating within Department of Education Victoria policies, procedures, and guidelines. The CaLM and VPC programs operate out of the CaLM campus located in Kurunjang, Victoria whereas students within the FLIP program have a blended learning timetable where they study online from home and are also provided face-to-face education support at the Melton Library and the CaLM campus. The CaLM program caters for up to 35 students from year 7 to 10, and FLIP caters for up to 60 year 7-10 students. The VPC is offered for up to 15 Melton FLO students. Many FLO students have experienced a degree of trauma and present with learning difficulties, social, emotional, and mental health issues, low attendance, and challenging behaviours.
The Melton FLO programs have a team of highly trained staff including a Campus Principal, two Leading Teachers, six teachers, three Education Support staff, a Wellbeing Coordinator, a Transitions and Pathways Advisor, and an Administration Assistant.
The FLO programs aim to support students to re-engage with mainstream education or follow a positive pathway into further education or training. It is personalised and aligned with the year 7-10 Victorian Curriculum and supported by a therapeutic approach based on the Berry Street Education Model. Onsite class sizes are small, and the academic program consists of literacy, numeracy, personal development, health, sport, nutrition, arts, music, technology, pathway planning and work-related skills. FLIP Melton is an online personalised program which seeks to reconnect students with learning, to engage them as leaders of their own learning and to help them achieve the learning and personal goals they negotiate through and directly with their Learning Mentor (VIT registered teacher).
Vision: At Melton FLO we are committed to providing all students an engaging, empowering, and inclusive learning environment where they feel safe, respected and can achieve their personal best - academically, emotionally, and socially.
Safety: We prioritise the physical and emotional safety of all members of Melton FLO by creating and maintaining an inclusive learning environment where everyone feels protected from harm, bullying, discrimination, and any form of violence.
Respect: We respect ourselves, others, and our environment by showing kindness and acceptance towards the opinions, backgrounds, and unique abilities of all members of Melton FLO.
Personal best: We encourage all members of Melton FLO to continuously challenge, reflect and persist in reaching our personal best.
The Melton FLO team exists to develop others to enable student growth. Our overarching school goal is to further develop a learning environment that engages students in their own learning and supports the development of positive wellbeing and behaviours.
Selection CriteriaKSC1 Understanding of common approaches, policies, programs and research relating to student wellbeing and disability inclusion requirements.
KSC2 Demonstrated ability in the delivery of student and family wellbeing and education services in a relevant setting and, preferably experience working with schools in the area of student wellbeing and disability inclusion.
KSC3 Demonstrated ability to provide information, advice and support to teachers and families responsible for the management of students experiencing behavioural problems that are impacting on their learning outcomes.
KSC4 Highly developed communication and interpersonal skills, including the ability to work collaboratively, as part of a team and network with the wide range of people within the education and wider community.
KSC5 Demonstrated capacity to provide relevant and necessary observations and documentation to assist in the collection of data for DI processes.
RoleRange 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.
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.
Assist the implementation, management, and monitoring of Disability Inclusion (DI).Be an advocate and champion for students with a disability and additional needs ensuring students have voice and agency in the creation of their learning goals.Work closely with the Leading Teachers, teachers, education support staff, and other relevant stakeholders to develop and implement strategies and support plans effectively and ensure consistency across classrooms.Work alongside Leading Teachers and teachers to conduct classroom observations and learning walks.Establish positive relationships with families and involve them in supporting their young person.Attend or conduct school-based meetings with students, parents/carers, Leading Teachers and teaching staff.Support and lead Student Support Group meetings (SSGs) and provide input into Individual Education Plans (IEPs) for students currently funded under Program for Students with Disabilities (PSD) and moving forwards, students with DI funding.Maintain confidential case notes, records and statistical information in accordance with professional guidelines, ethical codes, health records, privacy legislation and school requirements.Regularly monitor and document student progress, providing ongoing feedback, recommendations and support to teachers.Collect and analyse student data to evaluate the effectiveness of intervention plans and strategies and make data-driven decisions to modify as needed.Regularly update knowledge of current research, best practices, and interventions in the fields of Severe Behaviour Disorder (SBD), Oppositional Defiant Disorder (ODD), Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Intellectual Disability (ID) incorporating new techniques into practice as appropriate.Deliver training to staff at relevant Professional Development sessions on specific disabilities.Complete Disability Inclusion Profiles and funding applications and attend profile meetings with prepared supporting information.Share oversight of creation of appropriate Disability Support Profiles.Provide expert advice to families, teaching and education support staff that enhances the learning opportunities of tier 2 and tier 3 students.Act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs.Implement and monitor a case management process for tier 3 students.In conjunction with intervention teachers, support the provision and operation of dedicated intervention sessions for targeted students.Maintain necessary contact with external professionals.Liaise with Campus Principal, Leading Teachers and SSS Key Contacts to provide support to students.Provide strategic advice to the Leadership Team regarding the allocation of Disability Inclusion funding, resources, and initiatives to enhance learning outcomes for students.Assist with budget monitoring, preparation and support.Assist in the supervision of students in intervention sessions, yard duty, class activities and attend excursions and camps as needed.Any other related duties as directed by the Campus Principal or their delegates.Who May ApplyRequired
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.Have a current Working With Children Check.Applicants who have had experience working with at risk secondary school aged children and are familiar with trauma informed practices.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.
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.

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