Job Description Location: Melbourne | Northern Metropolitan Job type: Part time / From 28/01/2025 - 19/12/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Administration/Secretarial Reference: 1451418 Selection Criteria Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role. SC2 Demonstrated capacity to work and collaborate with others in a team environment. SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills. SC4 Possess the technical knowledge and expertise relevant to the position. SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area. SC6 A commitment to professional learning and growth for both self and others. Role An education support class role at this range is distinguished by the introduction of: Management responsibility and accountability for the delivery of services. At this level, an employee may direct and supervise the work of other staff members to achieve specific objectives in school administration, operations or educational programs; or Professional student support positions where standard professional services are delivered. An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required where it is an integral part of the employee¿s position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher. This is the minimum range at which business manager or occupational health and safety manager functions can be performed. This is the minimum range for positions that carry a required qualification of AQF 7 level or equivalent (or in the case of Registered Nurses an equivalent qualification leading to registration). A role at this range may include: Some degree of professional autonomy to determine how targets and goals are achieved within clearly established directions or framework Professional autonomy will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from a senior manager. Management of the expected outcomes is a key responsibility in some areas such as school administration, operations, technical, or educational programs. Senior management will be provided with 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. Management of staff to achieve the expected outcomes is a key responsibility in some areas, such as school administration, operations, or educational programs. Staff management issues will be resolved with minimal reference to a senior manager, although guidance will be required in more complex cases. Professional support positions such as registered nurses (performing the role of Registered Nurse range 3 as described in schedule 3), speech pathologists, psychologists, occupational therapists, physiotherapists, and social workers. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from a manager or senior practitioner where relevant. Responsibilities Specific Responsibilities of the Tier 2 DI Lead: Report directly to the Inclusion Learning Specialist Collaborate with Inclusive Education Coordinator (T3) Support Primary School Transition with collection and processing of incoming information reports for identified students requiring a DIP and attending relevant primary SSG meetings as part of the transition process. Attend SSG meetings, record minutes, and prepare IEPs for identified students (Tier 2) Attend Care Team meetings and prepare minutes for identified students (Tier 2) Create Adjustment Snapshots for identified students, which are reviewed by the Inclusion Learning Specialist (Tier 2) Maintain the Learning Supports Snapshot spreadsheet. Prepare and collate data on ASIST documents in preparation for DIP. Make DIFS profile requests and manage profile applications that require action. Administration & Data Management: manage student files on Google Drive and T Drive, collect and collate information from teachers of identified students for DIP process NAPLAN - communicate with families in relation to students requiring additional support, withdrawals and liaising with the school NAPLAN coordinators Liaise with identified students' (Tier 2) families to seek consent and or family referral forms for Vineland and additional assessments Student Support Services (SSS): liaise with SSS to request Vineland assessments for identified students, and where necessary, engage with external providers for specialist equipment for high-needs Assessments Australia: Liaise with families to obtain consent (verbal and written) to make referrals for Cognitive, Language, and Vineland Assessments as required for DIP students individually. Liaise with teaching staff for information gathering for Vineland Assessment and teacher referrals for an Assessments Austral referral. Attend DIP Meetings for identified students requiring Tier 2 support Track and monitor progress of students moving through the college¿s DIP Process, update the DIP Gantt Chart which the Inclusion Learning Specialist oversees In-class support, eg. Observations of identified students to support DIP processes Other duties as directed by the Principal Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. 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 Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy 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: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview Other Information This position is 3 days a week. Eight hours per day including an unpaid half hour lunch break. This is a fixed funding position within the Tier 2 Disability Inclusion line 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 Buckley Park College has provided exceptional learning opportunities to students from Essendon and surrounding suburbs since 1963. ¿Build Your Wings¿, the school motto, symbolises the important role the school plays in nurturing the academic and personal development that prepares young people for successful and happy futures. Many former students have gone on to become leaders within industry, the professions and the community. Buckley Park College is a medium sized, single campus, co-educational school for students from years 7 to 12. Large enough to offer a challenging and diverse curriculum, the school is small enough to foster individual development. At Buckley Park College, students have a comprehensive and cohesive learning experience. The knowledge, skills and understandings they require to successfully progress and go on to further study are systematically developed over the course of their secondary education. At every step, highly qualified and committed teachers challenge, encourage and support students to achieve high academic results in both core and co-curricular programs while fostering their growth into adulthood and citizenship. The school¿s commitment to ongoing professional development of staff ensures that learning remains vibrant and relevant to the world which students will enter after graduating.