Role
The purpose of the position to establish and develop a consistent approach in all areas of Inclusion in line with Education Department Victoria (DOE) policies and procedures and the NCCD.
The successful applicant will become a member of the North East Flexible Learning Executive and will be under the leadership of the Network Principal. The Director of Inclusion will lead two well established teams in the North East Flexible Learning ¿ The Wellbeing Team and the Inclusion Team and is responsible for the development, implementation and review of a range of wellbeing support services and programs to address the need of individual students.
This involves strong leadership in developing a whole school culture of prioritising students inclusion, preventative wellbeing processes and policies, individual case management and liaison with staff, parents and external service providers, and implementing the disability inclusion initiatives including profile development and support.
The Director of Inclusion is also responsible for providing key support and timely advice to the school leadership team, and acting on behalf of the leadership team in the delivery of student wellbeing and inclusion services along with the Disability Inclusion reform.
The successful applicant will be based at the North East Flexible Learning sites but will be expected to work closely with the other North East Flexible Learning Centres and Wodonga Senior Secondary College.
This position requires attendance during the school vacation periods.A leave purchase allowance is paid for this attendance.Four weeks annual leave is provided.
Responsibilities
General
·Undertake appropriate Education Department Victoria training as required.
1. Provides broad management support and operational management of Disability Inclusion and auxiliary health and wellbeing support services and adjustments are made within the NEFLN.
2. This role operates with a high level of autonomy and is expected to display significant initiative, sound judgement and reliable leadership and management in carrying out the requirements of the position.
·Have an understanding of Health, Disability, Inclusion and Wellbeing operational parameters outlined in the DoE PAL and be able to develop and implement effective project management to achieve objectives.
·Create a positive culture of belonging, care, high expectations and learning within their team and the College.
·Promote a positive team environment.
Specific to this role
Lead the Inclusion and Wellbeing teams to
3. enhance promotion and prevention activities in the school by contributing to whole school health, wellbeing and pathways plans, building the capability of teaching staff and school leadership to manage student health wellbeing and pathways, including mental health promotion and prevention programs and strategies in the school.
4. Provide a high level of engagement and assessment of individual students to determine areas of risk and need, and identify, design and implement interventions to address these.
5. Have substantial working knowledge of student risk management and response techniques and strategies.
6. Empower students and families in help-seeking and coping behaviours and contribute to the building of their resilience.
7. Within the school environment, act as the link between the Wellbeing and Inclusion Services and education sectors.
8. Make decisions on complex intervention strategies, in accordance with professional and industry standards, that may have significant consequences for clients and their families.
9. Ensure quality control in relation to wellbeing practices within the school, in line with industry best practice.
10. Provide expert advice in the wellbeing and pathways fields which will influence the school¿s strategic approach to student support and learning.
11. Develop and implement professional support programs within the school environment, including training, development and guidance to other school staff and members of the school community.
12. Liaise with the general school community across all NEFLN sites, the Education Department and other government agencies and service providers including JSS, NESAY, TBYS,Mental Health Support Team and the SSS Area team .
13. Within overall school policy, determine work priorities, schedule and approach for members of the Wellbeing and Inclusion Teams.
14. Provide professional guidance for school staff and task supervision for learning mentors, wellbeing and educational support staff.
15. Manage relevant budgets, involving liaison with school staff and senior management to ensure budget targets are met, including decision-making in relation to the allocation of wellbeing and inclusion funds, and subsequent procurement of resources including related paperwork.
16. Negotiate and manage straightforward service agreements between the school and relevant external services, including being an active member of local partnerships and networks.
17. Provide advice, expertise and leadership in policy development that guides the development of school policy and the work of others, including teachers.
18. Provide consultancy to external stakeholders, which may involve provision of training to these stakeholders.
19. Review and monitor effectiveness of wellbeing and inclusion team initiatives
20. Support the development of and Health curriculum along with Personal and Social Capability Strands embedded into classes, including training and supporting teachers with implementation.
21. Develop higher education partnerships to secure articulated pathways for WSSC students
22. Advocate for students in relation to barriers they face to accessing support and education.
23. Maintain knowledge on local, state and national initiatives that can improve outcomes for students entering education, training and employment.
24. Work across Wodonga, Benalla, Shepparton and Seymour campuses and regularly visit and support staff and the school community on site.
The above responsibilities set out the major duties and tasks associated within the stated job description. Other duties of a similar nature and/or level undertaken within the school are not excluded, simply because they are not itemised.
These duties could vary from time to time resulting from new legislation, changes to technology or policy and procedure, and in the context of any changes, appropriate training may be given, if required, to undertake the new/varied role.
Who May Apply
Required
Applicants must:
¿hold a Bachelor qualification or specialist/post graduate qualification where applicable in:
oSocial Work
oCounselling
oInclusive Education
oOccupational Therapy
oNursing with a mental health specialisation
oPsychology.
oOther Allied Health
¿hold full registration with the requisite professional body where applicable as listed below in desirable criteria
¿have demonstrated experience in direct client work
¿have a current Working with Children Check.
Desirable:
Hold appropriate membership of professional organisations
¿For Social Work applicants, hold membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
¿For Mental Health Nurse applicants, hold a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses
¿For Occupational Therapist applicants, hold a Better Access to Mental Health endorsement.
¿For Psychology applicants, hold a APS registration.
For Counsellor applicants, hold a ACA or PACFA registration.
EEO AND OHS Commitment
Applicants 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 (see ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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:
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
Other Information
Please ensure that your application includes:
·a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
·a section addressing the selection criteria and the requirements for application under the Who May Apply section
·names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of Employment
25. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
26. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
27. A probationary period may apply during the first year of employment and induction and support programs provided.
28. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at