SC 1 Demonstrated experience in accurately processing administrative tasks such as data entry, record-keeping, and documentation while maintaining a high level of accuracy and attention to detail. Proficiency in using relevant software applications such as Microsoft Office suite and database management systems is essential.
SC 2 Demonstrated strong written and verbal communication skills in liaising with children, their families, support workers, and other stakeholders. This includes the ability to convey information clearly and sensitively and to listen actively and empathetically.
SC 3 Demonstrated ability to interact with children and families in a compassionate and respectful manner. This involves understanding their unique needs and experiences, as well as being sensitive to any challenges they may face.
SC 4 Demonstrated organisational skills in managing workload priorities, coordinating appointments, and ensuring that administrative processes run smoothly.
SC 5 Demonstrated ability to identify and resolve administrative issues independently or collaboratively. This could include troubleshooting technical problems, resolving conflicts, or finding solutions to challenges related to disability accommodations.
SC 6 Demonstrated capacity to work effectively as part of a multidisciplinary team and a commitment to maintaining confidentiality and upholding ethical standards in handling sensitive information related to individuals with disabilities. This includes adhering to privacy laws and policies.
The role of Disability and Inclusion / Wellbeing Admin supports the Disability and Inclusion portfolio, assessment pathway of students who attend the College, and the administrational duties of the Wellbeing team.
The successful applicant will be responsible for the day-to-day administrative wellbeing tasks at Carranballac College.
Specific Duties
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Administration duties associated with the Disability and Inclusion portfolio.
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Supporting the maintenance of various disability, inclusion, and wellbeing databases.
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Administration associated with Disability and Inclusion Profile (DIP) meetings.
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Administration duties associated with the referral of students to various assessment pathways.
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Administrative duties associated with disability, inclusion, and wellbeing programs.
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Supporting the Wellbeing Assistant Principal and team with administrative duties relating to external service implementation.
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Any other duties as directed by the Wellbeing Assistant Principal and Principal.
Admin Support
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To provide administration support of Disability Inclusion (DI) Leader, inclusion staff and students.
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Collate and maintain all allied health professional reports of students with a diagnosis.
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Attend all SSG meetings for Tier 3 (funded) students and take minutes.
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To assist with data collection for Nationally Consistent Collection of Data on Students with Disabilities (NCCD).
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Ensure all paperwork regularly updated and is confidentially stored in a central location.
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Add recommendations from allied health professionals to learner profiles.
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Ensure all funded and non-funded students have a learner profiled pinned to Compass.
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Provide general campus administration support as required.
Support DIP process
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To assist in completing student profiles on students who have diagnosed disabilities and record on Compass.
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To assist in process of Disability Inclusion Profiles (DIP) - collecting documents and collating data.
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To attend SSG meetings and take minutes for any students undergoing DIP.
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To communicate with the team around the learner.
Collaboration: Strategic focus
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To attend relevant Disability Inclusion/Student Wellbeing meetings.
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To coordinate and allocate time and space for external professionals to work with inclusion students e.g. speech pathologist.
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To communicate with teachers, parents, students regarding individual programs and inclusion interventions.
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
Applications must include:
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A cover sheet providing contact information including email and phone number.
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A CV with a summary of experience and qualifications.
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Responses to the Selection Criteria.
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The names and contact details for three referees
For ease of handling, all documents (cover letter, CV and selection criteria responses) can be saved and uploaded as one document.
All applicants should ensure that their personal profile on School Jobs Vic is up to date.
Applicants seeking further information about the College or this position, are encouraged to contact the school on 03 9395 3533, prior to the closing date of applications.
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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
Carranballac P-9 College is a government school for students from Foundation to Year 9. Located in the western Melbourne suburb of Point Cook, the college comprises two campuses: Boardwalk (established in 2002) and Jamieson Way (established in 2006). As of June 2025, the college enrolled approximately 863 students, including 25 international students, reflecting our diverse and multicultural community. The student body represents over 63 nationalities, with approximately 32% of students from a culturally and linguistically diverse background. The college is led by a principal class team consisting of the college principal, two campus principals and two assistant principals, supported by 80 teaching staff and 32 non-teaching staff.
Vision, Mission, Values:
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Vision: "We connect, we learn, we thrive"
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Mission: "Our College fosters excellence in lifelong learners who are resilient, connected, and respectful"
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Values: Respect, Inclusiveness, Resilience, Integrity, Responsibility
These guiding principles underpin aspects of the college's operations, fostering a cohesive and inclusive school culture.
Curriculum and Learning Approach:
The college delivers a comprehensive learning program that is aligned with the Victorian Curriculum, ensuring high-quality and engaging learning opportunities for all students. Key curriculum areas include:
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English and Mathematics: Targeted, evidence-based programs designed to strengthen essential literacy and numeracy skills
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Languages: Japanese language instruction is provided from Foundation through to Year 8, supporting students to develop intercultural understanding and communication skills
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Science: A science program fosters curiosity, critical thinking, and inquiry skills across biology, chemistry, physics, and earth sciences. Students benefit from access to well-equipped science laboratories that support practical investigations and hands on learning experiences
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Humanities: Covering history, geography, civics and citizenship, and economics, the humanities curriculum helps students build a deeper understanding of society, culture, and the world around them
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Arts and Technology: Encompassing visual arts, music, food technology, and wood technology, these programs encourage creativity, innovation, and problem-solving skills
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Health and Physical Education: Structured programs promote physical wellbeing, teamwork, leadership, and lifelong healthy habits through a diverse range of sporting activities
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Electives Program (Years 7¿9): A broad, student-centred electives program empowers learners in Years 7 to 9 to pursue their interests and passions while building agency, confidence, and future pathways.
The college is beginning to embed the Department of Education's Victorian Teaching and Learning Model (VTLM 2.0) and utilises Professional Learning Communities (PLCs) to ensure data-informed and differentiated instruction.
Student Wellbeing and Support:
A wellbeing framework supports students' social and emotional development, featuring a wellbeing assistant principal supported by a wellbeing team, mental health practitioner for secondary students, two mental health in primary school (MHIPS) coordinators at each campus (total 1.2) and a defence school mentor assisting families in transition. Programs such as Resilience, Right and Respectful Relationships (RRRR), School Wide Positive Behaviour Support (SWPBS), and restorative practices are integral to promoting a safe and respectful learning environment. Additionally, the college provides:
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Implementation of Disability Inclusion Profiles (DIPs) to support Tier 3 students
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Multi-Tiered Systems of Support (MTSS) to address student needs.
Facilities and Community Engagement:
The College facilities include the following:
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Performing arts centre utilised for school and community events
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Science laboratories and technology rooms
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Music rooms with recording studios
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Well-resourced libraries and flexible learning spaces
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Outdoor areas featuring ovals, basketball courts, shaded playgrounds and turfed play spaces
The college maintains partnerships with local organisations, such as Scouts Victoria, and offers an outside school hours care program through 'Quantin Binnah', accommodating families' needs beyond regular school hours.
Strategic Direction:
Following the 2025 school review, the college is implementing a four-year strategic plan focussing on:
These goals are pursued through continuous professional development, curriculum refinement, and community collaboration.
