Neerim District Secondary College is a vibrant small rural secondary school of approximately 240 students, located in the picturesque township of Neerim South at the foothills of the Baw Baw Ranges. Set on spacious, well-maintained grounds, the school offers staff and students an attractive, settled, and inclusive learning environment that supports both professional fulfilment and personal wellbeing.
Our vision is to empower every student to become the best version of themselves. Central to this vision is a strong sense of community, where relationships are valued and individuals feel known, supported, and respected. Staff at Neerim District Secondary College work collaboratively as a cohesive and highly supportive team, partnering closely with families to help students achieve their academic, personal, and future goals.
Our shared values, developed in partnership with students, staff, and the wider community, guide everything we do:
-
Community - We foster a strong sense of belonging and warmly welcome all members of our school community.
-
Respect - We demonstrate care and consideration for the rights, feelings, and perspectives of others.
-
Perseverance - We encourage resilience and determination, celebrating effort and growth in the face of challenges.
-
Leadership - We actively promote leadership opportunities and leadership behaviours for students at all levels.
The school offers a strong and engaging Years 7-10 curriculum aligned with the Victorian Curriculum, complemented by a diverse range of performing arts, visual arts, and design technology programs. In Year 9, students participate in an innovative applied learning, inquiry-based program for one day per week, designed to develop interpersonal skills, problem-solving, critical and creative thinking, and real-world learning capabilities.
Students in Years 10 - 12 benefit from a broad range of VCE subjects delivered through a combination of on-site, face-to-face teaching and blended learning approaches. The school also offers a well-established VCE Vocational Major (VM) program in Years 11-12, with students supported to complete VET Certificates through external providers and engage in Structured Workplace Learning one day per week.
Student wellbeing and inclusion are central to our work. Through dedicated and passionate Student Wellbeing and Student Inclusion Teams, the school provides targeted and meaningful interventions to ensure all students, individual learning and wellbeing needs are met.
Neerim District Secondary College enjoys strong and ongoing support from the Neerim South community, with students regularly involved in volunteering and contributing to local events. With increasing enrolments, supportive families, and a motivated, forward-thinking staff team, Neerim District Secondary College is a destination school and an excellent place to build a rewarding and impactful career.
SC1. A demonstrated knowledge of disability inclusion including in-depth understanding of different types of disabilities (physical, sensory, intellectual, etc.) and their impact on learning. Knowledge of educational frameworks and legislation related to disability inclusion (e.g., the Disability Standards for Education 2005, the Education and Training Reform Act 2006). Understanding of the Disability Inclusion Profile and the Nationally Consistent Collection of Data (NCCD) systems.
SC2. Demonstrated capacity to advocate for students with disabilities and raise awareness to best meet the needs of students, and to coordinate individual intervention and support plans for students with disabilities, integrating knowledge and understanding of existing barriers and interpreting expert reports to support the development of robust intervention plans.
SC3. Demonstrated ability to collect and analyse data on student progress, engagement, and outcomes. With regular review to inform decisions on support strategies and contribute to decision making regarding resource allocation, focusing on continuous improvement.
SC4. Demonstrated high level written and verbal communication skills and high-level interpersonal skills including a capacity to develop constructive relationships with students, parents, and other staff and support leadership and management of the school.
SC5 Ability to support the Leading Teacher Disability Inclusion to lead a team of support staff, and work with external agencies, health professionals and school staff to implement inclusive practices.
SC6. Demonstrated capacity to actively contribute to whole school improvement initiatives, manage major programs or student activity and a commitment to ongoing professional learning of self and others to enable further development skills, expertise and capacity.
This role is full time 38 hours a week.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
The inclusion coordinator supports the educational, curriculum and wellbeing elements that facilitate inclusive education for individual students at Neerim District Secondary College. A key aspect of this role is the documentation, coordination and support of systems and practice to enable reasonable adjustments to support students as needed (including but not limited to students with a diagnosed disability or learning disorder, Koori students and Out of Home Care students) to participate in education on the same basis as their peers. This will include liaising with leaders, teachers, external professionals, students, families and other staff to support adjustments of all aspects of the school environment.
This role involves.
Promoting a culture of high expectations and aspirations for the learning of students with disability or additional needs
Managing the working group assembled to attend to Nationally Consistent Collection of Data (NCCD) requirements and funding submissions
Collaborating with services working in the school, teacher and education support staff to deliver adjustments to students
Managing and provide support to the ES staff working within the school wide Disability program e.g. Regular team meetings, planning program support, professional learning and staff training
Understanding PSDMS, SOCS and Disability Inclusion Portal functions
Supporting preparation and leadership of Disability Inclusion Profile (DIP) meetings including preparation and uploading of documentation and coordination of staff, parents and students prior to and during and after DIP meetings
Convening Student Support Group meetings
Supporting professional learning for teachers and education support staff regarding the provision of adjustments for students supported through DIP process
Strategically plan work and present progress as part of the School Improvement Team
Supporting the VCE Year Level Leader to manage special consideration requirements and applications for students.
Development and review of individualised robust intervention plans for individual students.
Contributing to discussions regarding resource allocations.
Supporting the leading teacher inclusive practice to develop, implement and imbed quality inclusive practices across the college.
Collaborating with other members of staff within the college.
Supporting staff to build on their capabilities to approve achievement engagement and wellbeing outcomes for all students.
Liasing with DET student support services
Other duties as directed by college leadership.
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
