Disability Inclusion Coordinator
2 months ago
Location: Melbourne | Northern Metropolitan
Job type: Part time / From 10/07/2023
Organisation: Education
**Salary**: Salary not specified
Occupation: Education and Training
Reference: 1352285
**Selection Criteria**:
SC1 Demonstrated high level skills in organisation and coordinating a specific education support function.
SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC3 Demonstrated high level oral, written communication and interpersonal skills, including teamwork and collaboration.
SC4 Demonstrated knowledge and expertise in inclusive education and supporting learners with additional needs, including the capacity to work directly with students who have complex behavioural and learning needs
SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.
**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**:
The Disability Inclusion (DI) Coordinator is responsible for ensuring students with disability and additional needs are supported to engage with their learning goals while working to ensure collaboration between learning support and wellbeing staff, parents, and students. They also work with services/teams outside school, which may include Health and Wellbeing Inclusion Workforces, liaising with Student Support Services key contacts, external therapists, and allied health teams. As such, the Disability Inclusion Coordinator plays a key role in coordinating a team around the learner.
The Disability Inclusion Coordinator will play a key role in the school’s transition to Disability Inclusion working with the Assistant Principal, Student Services Leading Teacher, Additional Needs Learning Specialist and the DI rollout team.
University High School currently has a learning support team of seven staff - five full time and two part time supporting 12 students funded under the Program for Students with Disabilities. The school has approximately an additional 140 students identified with additional learning needs who are supported by an Individual Education Plan (IEP) and/or teacher adjustments within the classroom.
The Disability Inclusion Coordinator would:
- be an advocate and champion for inclusive education and work with school staff to promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
- play a key role in supporting students with disability and additional needs to make a smooth transition to University High School, ensuring there are effective arrangements in place for efficient transfer of information between families, services, and schools and that necessary support is in place when students
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