Disability Inclusion

Occupation: Other

Reference: 1504859

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 minimal 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.

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.

Who May Apply

Diversity and Inclusion

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) viamarrung@education.vic.gov.au

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.

Child Safe Standards

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:

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:

- 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

Location Profile

Dimboola Primary School is in the Wimmera region of Victoria. Its closest major town is Horsham which is approximately 25 minutes¿ drive. The school has been located on its current site since the 1870s. In 2024 we will have a student population of 79 children with four classrooms. Four generalist classroom teachers, two specialist staff, a learning specialist (health/PE and art/science) and a principal make up the teaching staff. We currently have one education support staff and have two people who work in the administration area of the school - 0.4 and 0.6.

Our teaching model involves explicit direct instruction. Teaching has adopted the Science of Reading approach with a focus on Oral Language, Phonics, Phonological Awareness, Fluency, Comprehension and Vocabulary.

Support for teachers is extensive with a high level of collaboration and consistency in teaching practices. The successful candidate will receive mentor support and will be given an opportunity to work with our wonderful children. We use a PLC model to drive student learning and improvements in teaching practice. Being a small school there are prospects of advancing your leadership skills quickly.

Selection Criteria

- Demonstrated high level experience in inclusive education practice (teaching and learning), building school staff capability and developing processes for observation and feedback of teacher practice and peer collaboration.

- Demonstrated experience planning, implementing and evaluating evidence‑based intervention strategies for students with disabilities and providing feedback to teaching staff to inform their effectiveness and development.

- Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to teaching students with disability and diverse learning needs in a range of school settings.

- Demonstrated ability to provide explicit advice to teaching staff to assess and monitor student achievement and learning progress in line with the Victorian curriculum, and support teaching staff with effective strategies to engage with parents and families, including reporting on student progress.

- Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.

- Ability to provide leadership, professional learning and coaching that informs and influences the work of others involved in the engagement and wellbeing of children and young people.

Responsibilities

- Research, plan and prepare development programmes for support staff.

- Administer training to school staff in specialist professional support areas, e.g. therapy, social work and psychology services.

- Liaise with specialists and parents to inform teaching approaches and support DI applications.

Applications close Thursday 20 November 2025 at 11.59pm

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