Disability Inclusion Coordinator

**Overview**:
**Work Type**:Ongoing - Full-time

**Salary**: Salary not specified

**Grade**:Education Support - Level 1, Range 3

**Occupation**:Education and training

**Location**:Melbourne - Southern suburbs

**Reference**:1487608

**Selection Criteria**:

- SC1: Demonstrated experience in assessing, conceptualising and analysing wellbeing and inclusion issues, and providing evidence-based direct counselling for a range of mental health issues.
- SC2: Demonstrated experience in planning and implementing evidence-based intervention strategies for clients with complex needs and developing social and emotional learning programs.
- SC3: Demonstrated ability to input into the development, implementation and evaluation of policies and strategies relating to mental health, wellbeing and inclusion.
- SC4: Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
- SC5: Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people.
- SC6: Clear understanding of legislative requirements regarding privacy of health information.

**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**:

- This role involves:

- Co-ordinate LSO team and allocate staff support for students both currently funded and flagged for DI process.
- Manage and allocate LSO timetables to ensure appropriate support is available for DIPS students, aligning with their emotional and social needs as well as academic requirements.
- Coordinate LSOs to provide wellbeing-informed classroom support, helping staff to create safe, nurturing environments for vulnerable students.
- Support the implementation of individual support plans, behaviour plans, and personalised strategies that promote student resilience, self-regulation, and inclusion.
- Lead weekly Inclusion team meetings to ensure intervention templates and documentation is completed in line with DI process.
- Work across Inclusion and Wellbeing teams to ensure Social and Emotional Learning (SEL) programs are strategically implemented and aligned to DI process.
- Contribute to writing Disability Inclusion IEP documents and ensure these are updated termly for all funded and future funded students.
- Consult with Learning Specialist team around students flagged for modified or Personalised assessment.
- Provide intensive 1:1 support for tier 3 students and oversee support programs for tier 3 students. This includes producing documentation and evidence of intervention for DI process.
- Co-ordinate the Transition Enrichment Program (TEP) liaising with Junior School Leader, AP team and Wellbeing Co-Ordinator