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Ed Support Level 1-range 3
5 months ago
Location: Melbourne | Western Metropolitan
Job type: Part time / From 20/03/2023 - 19/03/2024
Organisation: Education and Training
**Salary**: Salary not specified
Occupation: Other
Reference: 1332088
**Selection Criteria**:
SC1 A sound knowledge of current key DET policies and programs relating to the Disability inclusion program
SC2 Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people, to work holistically to support students with a disability and additional needs. As well as proven ability to collaboratively work within a team environment.
SC3 Proven experience in leading teams and Disability inclusion initiatives resulting in better outcomes for young people and families.
SC4 Co-ordinate relevant professional development activities to enhance staff knowledge and understanding of students with specific learning or behavioural difficulties as well as lead the Integration team.
**Role**:
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 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.
**Responsibilities**:
A Disability Inclusion Coordinator may ensure students with disability and additional needs are engaged in education and meeting their learning goals. To do this they work collaboratively with the school’s leadership, wellbeing staff and allied health team. They also work collaboratively with services/teams outside school, which may include Health and Wellbeing Inclusion Workforces, liaising with Student Support Services key contacts and external therapists. A Disability Inclusion Coordinator plays a key role in coordinating the team around the learner.
- be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students
- play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs)
- prioritise resources and time to identify and consider the needs of students with disability and additional needs
- have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP
- ensure each student with disability and additional needs has a quality IEP, that meets at least level 3 of the IEP quality checklist rubric, through supporting/building capacity of teachers to develop quality IEPs
- ensure the student has a voice in setting learning targets during the IEP process
- dete
