Job type: Full time / From 28/01/2025 - 27/01/2026Organisation: Schools (Government)Salary: Salary not specifiedOccupation: Administration/SecretarialReference: 1455320Job posted: 28/11/2024Closes: 11/12/2024Selection CriteriaSC1 A sound knowledge of current key DET policies and programs relating to the Disability Inclusion Program.SC2 Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people, to work holistically to support students with a disability and additional needs. Proven ability to collaboratively work within a team environment.SC3 Proven experience in disability inclusion initiatives resulting in better outcomes for young people and families.SC4 Co-ordinate relevant professional development activities to enhance staff knowledge and understanding of students with specific learning or behavioural difficulties.RoleThis is a Full Time position- 1.0 Time Fraction. Hours are 8:00am to 4:06pm (negotiable). School Holiday attendance may be required for up to 6 days across the year.We are seeking a highly skilled and passionate Disability Inclusion Coordinator to join our school.The Department of Education Disability Inclusion Program provides funding to assist schools to support eligible students with a disability and/or requiring reasonable adjustments to access learning.The Disability Inclusion Coordinator will be a key member of the Disability Inclusion team which supports students with diagnosed learning needs and other students requiring reasonable adjustments during their time at Staughton College along with their families. This may commence during transition into Staughton College and continue through to gaining successful pathways post school. The DI Coordinator will be responsible for the day-to-day implementation of the Disability Inclusion Program.As the DI Coordinator, you will play a vital role in supporting the DI Team to:Work as a high performing team, meeting the expectations for collaboration at Staughton College.Work towards a consistent vision for student support related to inclusion.Embed inclusion and disability expertise in strategic planning, and teaching and learning practices within the school.Embed evidence-based inclusive education into school policies and plans.Promote a culture of high expectations and aspirations for the learning of students with a disability and/or students with additional needs requiring reasonable adjustments to access their learning.Have a high level understanding of DET and Staughton College requirements, policies and processes in relation to the Disability Inclusion Program, inclusive practices and the disability act.Actively contribute to the academic, social and emotional growth of students.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.ResponsibilitiesOversee the coordination of Disability Inclusion funding.Key contact for Disability Inclusion.Oversee the DIP/IEP/SSG process to ensure DET and school policy compliance including the collation of supporting information for Disability Inclusion Profile Meetings.Lead the collection and collation of data for the NCCD data collection process.Support significant student transitions, such as entry into school, movement between year levels and pathways beyond Staughton College.Liaise with Department of Education regional support staff, including SSS and visiting teachers, as required.Establish and maintain collaborative relationships with parents, staff, students and community members as part of a collective Disability Inclusion Team.Coordinate NDIS Therapy in Schools program.Who 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.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.Conditions of EmploymentAll 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.Location ProfileAt Staughton College, we are deeply passionate about high-quality education and its positive impact on young people and their communities. Our guiding philosophy is grounded in equity of access and high expectations, ensuring that all children will learn and achieve their full potential.Our teaching staff use point-of-need data and assessments to plan personalized learning environments, effectively engaging students and meeting their unique needs.To apply for this role, you will be redirected to the Schools (Government) job application system.
#J-18808-Ljbffr