Manager of Disability Inclusion
2 weeks ago
Location: Geelong
Job type: Full time / From 29/01/2024
Organisation: Schools (Government)
**Salary**: Salary not specified
Occupation: Other
Reference: 1360210
**Selection Criteria**:
SC1. High level verbal and written communication skills, excellent interpersonal skills and the ability to liaise effectively with a diverse range of stakeholders and members of the community.
SC2. Demonstrated capacity to lead a team of education support professionals with a positive team culture and high levels of performance towards objectives and goals.
SC3. High-level knowledge of how to support young people with disabilities so they can best engage in education leading to positive life outcomes.
SC4. Detailed knowledge of the Victorian Government's Disability Inclusion Reform.
SC5. Knowledge of appropriate VET courses and post-secondary options for students with disabilities would be highly desirable.
**Role**:
1.0 time fraction possible 0.8 by negotiation
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with mínimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely 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.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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 employees 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 role requires**:
- High level understanding of DET and MFGSC requirements, policies and process in relation to the Disability Inclusion/Program for Students with Disabilities (PSD), inclusive practices and the disability act.
- Outstanding ability to manage time and workflow to maximize the success of the Disability Inclusion program in the classroom as well as of the Hub
- High Ability to lead and mentor the Hub team, including the development of classroom support schedules to meet the needs of students.
- High ability to work inclusively in 1:1 and in small groups with students to assist in access to learning, such as breaking down tasks and scaffolding tasks, developing student time management and social skills.
- High Level ability to maintain accurate records including Compass chronicles, IEPs, SSGs etc
- Outstanding written and verbal communication skills and high-level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, staff, students and community members as part of a collective student support team.
- Commitment and capacity to actively contribute to academic, social and emotional growth of students.
**Responsibilities**:
- Coordinate staff and students in the Hub, including facilitating regular meetings with Learning Mentors and key relevant staff.
- Collect feedback and data on students to contribute to Student Support Group (SSG) meetings.
- Collect feedback and data on students to assist in the development of Individual Education Plans (IEPs) in consultation with the Alternative Learning Leader (ALL) and relevant teachers.
- Work with the ALL to develop Student Snapshots for Tier 2 and Tier 3 students.
- Inform parents of individual student progress and in
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