Inclusion Administrator

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 28/01/2025

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Administration/Secretarial

Reference: 1458492

**Selection Criteria**:
SC1: Capacity to perform duties consistent with Disability Inclusion guidelines and frameworks, including administration and coordinating and supporting others in the school with their relevant work functions.

SC2: Demonstrated capacity to work with others in a team environment.

SC3: Demonstrated high level oral and written (including digital) communication skills.

SC4: Demonstrated capacity to provide administrative support in the preparation of Student Support Group meetings and to liaise with a range of key stakeholders.

SC5: Demonstrated capacity to work with confidential and sensitive information following privacy policy.

SC6: Demonstrated commitment to ongoing personal and professional development.

**Role**:
[Attendance requirement for this position]

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**:
1. Include but are not limited to:
Liaise with key personnel to obtain information about a student¿s progress to be discussed with the SSG.

2. Liaise with families, external agencies and school staff to schedule SSGs.

3. Attend SSGs and take minutes. Distribute minutes and any updated support plans to relevant staff, external agencies and families.

4. Keep databases updated

5. Under the guidance of the Inclusion Leader, provide information to support the completion of the Nationally Consistent Collection of Data (NCCD).

6. In consultation with the Inclusion Leader and Wellbeing Leader, support students to have voice and agency in the development of plans, and participate in SSGs and Disability Inclusion Profile meetings.

7. Support the Inclusion Leader to prepare and gather supporting information for Disability Inclusion Profile meetings.

**Who May Apply**:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

**EEO AND OHS Commitment**:
**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:
**DE Values**:
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 value