Selection Criteria
- Demonstrated capacity being able to provide high-quality administrative support, including managing schedules, maintaining records, and handling confidential information.
- Strong attention to detail with the ability to manage multiple tasks, prioritize workload, maintain records, and meet deadlines.
- Capacity to show initiative and the ability to adapt and respond to changes required to support students in the Disability Inclusion Program.
- Ability to identify and address administrative, logistical or support issues related to disability inclusion, and assist with practical solutions to ensure students DI needs are met.
- Demonstrated highly developed communication and interpersonal skills with staff, parents and external professionals (i.e. allied health)
- Demonstrated capacity to work and collaborate with others in a team environment.
The Disability Inclusion Administrative Assistant role will perform tasks two days a week, that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. The role of Disability Inclusion Administrative Assistant will work closely with Disability Inclusion Leader and Leadership Team to support the process and applications for DI funding. Where additional hours are required and agreed, the employee's time fraction and/or work schedule will be amended in accordance with Department policy and applicable industrial instruments.
Ideally, the successful applicant will also able to provide support in classrooms as Education Support Staff on additional days but this is not a requirement.
Attendance is not required in school holiday periods
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
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 individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities of Disability Inclusion Administrative Assistant
- Provide support in preparation for Disability Inclusion Profile (DIP) meetings including collection and collation of required evidence and documents to support student profile as required by the Disability Inclusion Leader.
- Attend DIP meetings as required.
- Support the Disability Inclusion Leader to prepare communications and disseminate information regarding learning needs and professional recommendations for students who require additional support in connection to DIP.
- Attend Student Support Group (SSG) or Disability Inclusion Profile (DIP) meetings and take minutes as required by the Disability inclusion Leader to support DIP.
- Ensure all documentation for Tier 3 funded students is up to date, on file and accessible by teachers and teacher aides as required by the Disability Inclusion Leader.
- Support the DI Leader to ensure that all confidential student files are kept in accordance with DET guidelines, the Health and Privacy Act.
- Under the direction of the Disability Inclusion Leader seek quotes for, and order where appropriate, specialised equipment to support student learning needs.
- Assist administrative tasks related to the Disability Inclusion Program including; the DIP Portal, Student Online Case System (SOCS) and the Students with Disabilities Assessment Service (SwD-AS) processes, referrals and applications as directed by the Disability Inclusion Leader.
- Provide administrative support to the Transition Leader and Disability Inclusion Leader to ensure pre commencement visits are made by appropriate staff for funded students to ensure they have a smooth to LSS or transition to secondary school.
- Other duties as required by the principal.
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
Previous experience in the role preferred.
First Aid qualification required
Days / hours - Monday - Friday @ 6 hours per day to be negotiated with the successful applicant.
- 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
We are located in East Malvern and have an enrolment of approximately 370 students in 16 classes and 4 specialist areas. We have 2 principal class, and 2 Learning Specialist leaders in Literacy/ Numeracy and Wellbeing, to support a whole school approach and consistent practice. There are connections to external expertise and other resources to support teacher development. There is also dedicated protected collaborative planning time with teaching teams who are highly effective and supportive collaborators.
The school has a strong wellbeing focus utilising a range of resources including SWPBS, Respectful Relationships, Zones of Regulation, Social Stencil, Talking the Talk, and Cyber safety lessons.
We have structured explicit teaching in both literacy and numeracy, and a highly engaging programme of inquiry, strongly connected to the Victorian Curriculum that ensures students have access to point of need learning and success and challenge for all students.
A variety of specialist programmes form an integral part of the learning programme, with students having access to instruction in the following specialist areas: Physical Education, LOTE French, Visual Arts, and Music. In addition, students participate with class teachers in the Library, STEM Centre, ICT Lab, and Wellbeing spaces. The school provides inclusive learning resources and access to appropriate Digital Technology resources and a 1:1 device program for students in years 4 to 6.
The school enjoys a positive reputation in the community and aims to continue building positive and productive relationships with parents. It is a highly connected parent community where almost 30 languages are spoken, and parents provide support to student learning through the parent helpers program for classroom assistance, excursions, camps and special events. They are also very active in creating opportunities for parent and community connections and links to the wider community events that enhance the partnership between home and school and with the wider community and global contexts.
Lloyd Street School is a child safe environment. Our Child Safe Policy and Child Safe Code of Conduct can be located on the school website.
