Please provide a written response to each written criteria of no more than 1 page.
Preferred documentation format in a single PDF document.
Demonstrated knowledge and expertise in inclusive education and supporting learners with additional needs including the capacity to work directly with students who have complex behavioural and learning needs.
Demonstrated capacity to work collaboratively with members of leadership, teachers, Education Support staff, parents and allied health professionals, for the purposes of coordinating specific education support functions.
Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work.
Demonstrated high level skills in oral and written communication, organisation and coordinating specific education support functions.
Demonstrated commitment to ongoing professional development and growth.
Demonstrated understanding of the Victorian Department of Education Disability Inclusion Model.
We're seeking a compassionate and proactive Disability Inclusion Coordinator - Education Support - Level 1, Range 3 to join our team. This is a multifaceted role ideal for someone with training or experience in Education Support, Mental Health, Disability Inclusion, or Wellbeing, and who thrives in a dynamic, people-centred environment.
The Disability Inclusion Coordinator is responsible for ensuring that students with disabilities or additional needs are fully supported to engage with their learning goals, both academically and socially. This involves proactively identifying barriers to learning, implementing and documenting appropriate adjustments, and ensuring classroom practices are inclusive and responsive to the diverse needs of all students. The role places strong emphasis on collaboration between learning support staff, wellbeing staff, parents, and students to foster inclusive pathways that enable every learner to achieve excellence.
The Coordinator will be responsible for maintaining and distributing relevant information to school staff to ensure equitable access to learning and engages with students, families, health professionals, and school staff in relation to Disability Inclusion Profile meetings. The role also provides guidance on the development and review of Individual Education Plans (IEPs) and Student Support Group (SSG) processes, ensuring that goals are measurable, student-centred, and aligned with the curriculum. Monitoring student progress and using evidence-based data to inform adjustments, interventions, and targeted support is a key responsibility.
The Disability Inclusion Coordinator also works closely with external services and specialist teams, including Health and Wellbeing Inclusion Workforces, Student Support Services, external therapists, and allied health professionals. By facilitating these connections, the Coordinator ensures a holistic and collaborative approach to student learning and wellbeing.
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Be an advocate and champion for inclusive education by working with school staff to promote a culture of high expectations and aspirations for the learning of students with a disability or additional needs
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Play a key role in the transition process by ensuring that relevant student information is collated and a suitable transitions program is created for students with a disability or additional needs
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Ensure there are effective arrangements in place for efficient transfer of information between families, services, and schools and that necessary support is provided throughout their education
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Establish and maintain effective record keeping practices and a central database of information and recommendations for students with a disability or additional needs
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Lead the organisation of Disability Inclusion Profile (DIP) meetings, ensuring all stakeholders have been consulted and all relevant evidence is compiled and presented
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Support staff with the implementation of intervention strategies, programs and adjustments to ensure Tier 2 and Tier 3 students can access literacy and numeracy curriculum
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Ensure that each student with a disability or additional needs has a quality IEP, which incorporates student and parent voice in setting learning goals
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Ensure that IEPs/learning recommendations for students with a disability or additional needs are communicated to teachers
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Support teachers in setting SMART goals and implementing strategies to support students with an IEP
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Work with relevant staff to establish systems for the monitoring of student learning goals and classroom adjustments
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Support the collection of NCCD
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Coordinate and lead Student Support Group (SSG) meetings for students with a disability or additional needs
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Oversee the allocation of Learning Support Staff to students requiring support
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Provide in class learning support to students when required
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Engage in relevant professional development opportunities
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Comply with DE policy and guidelines involving student health, safety, care and supervision
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Liaise with the broader community and external agencies, including allied health professionals and relevant DE staff as required
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Other duties as required by the Principal and as appropriate to the role classification
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
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.
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
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
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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
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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
Tanjil South Primary School was established in 1887 and is located in the Baw Baw Shire, 120 kilometres east of Melbourne. It draws its students from the small local township and more commonly broader afield within the Latrobe Valley. We currently have an enrolment of 11 students.
The school aims to:
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develop self-disciplined, questioning and caring students
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encourage children to reach their individual potential and experience success at school
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provide a challenging and stimulating curriculum
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support a positive, safe and friendly environment
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encourage parents, teachers, students, and the community to work together as a team to further develop and improve the school
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provide equal opportunity for all members of the school community
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encourage responsibility, independence, problem solving, leadership, active learning and creativity with all students
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prepare students for future success in learning and life by building on their strengths and experiences
Our primary focus is to provide the best possible learning experiences for all students and enhance their qualities, attitudes and skills which will enable them to adapt to change and have a positive outlook on life.
The school provides a quality curriculum delivered in one composite P-6 learning space. The students are supported by a generalist classroom program delivered by the classroom teacher in partnership with the principal as well has having specialist classes for Library (MARC Van), Physical Education, Arts, Humanities, Japanese Language, and Science.
Our buildings and on-going planned maintenance and improvements have resulted in a very attractive, comfortable and safe school environment featuring one double open plan classroom, a multi purpose room for activities requiring more indoor space, art room, music room, basketball court, picturesque oval and spacious well maintained gardens and grounds. Our outdoor active learning area has provided not only a more attractive learning environment but provides more activity options for students during their time at school.
For our small size we are well resourced and supported through initiatives such as the Small Schools Program, Small School Cluster PLC, weekly ICT support, part time administration support and classroom support staff. We have connections with other small schools in the area and collaborate to support each other to reduce costs, enhance the experiences of our students and provide learning opportunities for staff and students.
