Inclusion Administration Assistant (Ed Support Level 1-Range 2)

Job posted: 01/05/2024
Job type: Full time / From 11/06/2024 - 04/04/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Administration/Secretarial
Reference: 1413465
Selection Criteria SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
SC2 Demonstrated capacity to communicate effectively with members of the school community and external providers.
SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth.
Role The Inclusion Administration Assistant is an education support class position and a member of our College Inclusion Team. 
The College Inclusion team collaborate with educators, Allied Health services, NDIS providers, families and students to develop a profile of support for those students identified as having additional needs. The Inclusion team capture the interventions and adjustments that are in place to support the student and their individual needs to create a profile that will support Tier 3 funding applications for students.
The Inclusion Administrator will work closely with the College Inclusion Leader and Campus Inclusion Support Coordinators to provide support with disability inclusion documentation, SSG scheduling and to schedule NDIS therapists and other allied health bookings across our P-8 campuses.
An experienced employee at range 1 will exercise limited judgment within clearly defined guidelines and well established practices that relate specifically to the tasks performed.
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.
Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's license, first aid, safe food handling.
Responsibilities Roles and responsibilities: College wide Undertake clerical and keyboard duties in support of the school administration function. Select and use equipment in accordance with school procedures and manufacturer's instructions Maintain, enter and retrieve data from the schools computer system and applications Maintain and update basic written records Make appointments, room bookings and scheduling for DET and external Allied Health providers Understand school processes and aligning with NDIS Xuno Digital Platform- Uploading specialist reports and health professional documentation Scheduling and supporting Student Support Group Meetings (SSGs) Attend weekly meetings with Inclusion Support Coordinator to plan key tasks 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
Other Information Applications must include:
1. A CV with a summary of experience and qualifications.
2. Specific detailed Key Selection Criteria responses.
3. The names, email addresses and contact details for three referees.
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 Profile Northern Bay P-12 College is a unique multi-campus school located in the Northern Suburbs of Geelong made up of four Prep ¿ Year 8 campuses and a fifth Year 9 - Year 12 campus. The college also boasts a Family and Early Learning Centre and the Geelong Industry Trade Training Centre (GITTC) on our Goldsworthy site.
The College operates through a three sub-school structure to enhance our `One School ¿ One Team¿ ethos which emphasises a rigorous focus on Student Learning underpinned by a proactive and supportive well-being framework. Across the college, staff work in Professional Learning Communities based upon the Stages of Learning ; Prep - Year 2 , Year 3 - 6 and Year 7 - 9 & Year 10 - 12 . These teams meet regularly in Campus based and college wide groups to implement data informed strategies that support continued improvement of learning outcomes for all students.
Organisationally the college is arranged in three sub schools, the Hendy P-8 Campus and Peacock P-8 Campus Sub School; the Wexford P-8 Campus and Tallis P-8 Campus Sub School and the Goldsworthy Year 9-12 Sub School. Additionally, the College Assistant Principal ¿ Student Enrichment Programs leads a portfolio that includes oversight of programs that connect students with further educational opportunities as well as providing executive leadership to College facilities including the Family and Early Learning Centre and the GITTC.
The College is very well supported by a strong team working to implement a college wide, sustainable Inclusion Team structure that consists of specialised teachers and education support staff, including a College Inclusion Leader, Inclusion Support Coordinators, Mental Health Wellbeing Leaders (Years P-6), Inclusion Workers and an Inclusion Administration Assistant. The Inclusion Team works closely with the College Nurse, College Wellbeing Team, mentor teachers, education support staff, CALD staff, Allied Health practitioners and DET Student Support Services.
As a College we embrace our diversity, boasting a proud cohort of Culturally and Linguistically Diverse (CALD) students and a large First Nation student population. The College supports the needs of students through a structured English as an Additional Language program (EAL) and through implementation of the Marrung Strategy.
Our vision is to instill community commitment, confidence and high expectations in lifelong learning by:
¿ Constructing curriculum, pedagogy and teacher professionalism to achieve above expected outcomes for all students at each stage of learning
¿ Developing students who are highly employable with values of resilience, optimism, self-respect and who strive for personal best
¿ Developing young people who are engaged, motivated and challenged to fulfil their potential
¿ Maximising educational opportunities and creating purposeful and diverse pathways for all students
¿ Developing partnerships with other schools, community organisations and business
Northern Bay College is characterised by school values inspired by student voice: Growth The College has a shared community commitment to support every child to grow academically and emotionally. With a growth culture we celebrate improvements in skills, engagement, outcomes, and participation.
We value positive actions and relationships across the College that increase our collective potential for improvement. Actively working together supports our goal to better improve outcomes in learning, health, and participation.
Persistence Our College communities share expectations to continue to pursue our goals and outcomes, even if challenging or when it takes time and energy. We seek solutions and strategies to ensure our ongoing improvement.
Kindness Our College encourages all members of our community to model and interact with each other in a positive and respectful manner. As students, staff, and families we operate with a kindness mindset, encouraging and developing an inclusive and diverse community.
In Summary We want a college where learning is visible and where students feel safe, respected by staff, believed in by staff, listened to by staff and taught by knowledgeable, capable and enthusiastic teachers.
1326 jobs are currently listed for Schools (Government)
Job type:Full time / From 11/06/2024 - 04/04/2025
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