Inclusion Team Leader

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 3

Occupation: Education and training

Location: Melbourne - Northern suburbs

Reference:

Location Profile

Mickleham Secondary College opened in January 2023 and is in Mickleham, approximately 39 kilometres north of Melbourne.

Mickleham Secondary College is in the new Merrifield's residential estate on an expansive 20-acre site, with modern landscaping and situated next door to the newly opened Merrifield Recreation Reserve. Our school is surrounded by an engaged, vibrant, supportive community. Mickleham Secondary College has close ties to the local community, with strong support from local organisations and community services.

Mickleham Secondary College fosters a strong culture of professional learning, where classroom observations, walkthroughs, coaching, data analysis, and academic research are embedded in everyday practice

We are committed to promoting a positive learning environment for both staff and students. We¿re proud to have been recognised as a 5-Star Employer of Choice by The Educator in both 2024 and 2025

We currently have around 700 students in Years 7 to 9. The school began with 120 Year 7 students and grows annually with a new Year 7 intake. With the first building phase complete, our campus can accommodate up to 800 students.

• an administration building with a library, staff offices and amenities
• a learning neighbourhood building
• a science building
• a materials technology building
• a community hub building with a competition-grade basketball/netball court, canteen, music, drama and food technology teaching spaces
• 4 outdoor hardcourts
• a sports field.

Phase 2 building funding has been announced and will allow the school to accommodate 1200 students with an added learning neighbourhood building and visual arts building.

Vision

At Mickleham Secondary College our vision is to co-create an inclusive, supportive learning community where people strive to achieve their best.

Mission

Mickleham Secondary College's mission is to make a difference to each individual and provide them with the best opportunities for their future.

Values

Mickleham Secondary College's values are Achievement, Respect, Community, Honesty.

Achievement reflects the purpose of education in that; all students should be aiming to achieve their personal best. Recognising that our own achievement will look different to others. Achievement means that students maintain a focus on their learning, improving their skills and knowledge and achieving their personal best.

Respect means being respectful to ourselves and one another. We value individual differences. Maintaining a positive attitude and behaviour towards others also allows us to become role models.

Community is built through everyone working together to support one another. We value our school community and the wider community. We aim to build a sense of belonging, pride and positivity within our community.

Honesty is important to develop and ensure we are truthful, trustworthy and live with our values in mind. This involves being responsible and having integrity.

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.

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

Key Responsibilities

Team Leadership & Coordination

• Lead and timetable Inclusion Support staff to classes based on the specific needs of students and the expertise of team members. As well as reassign or redistribute support as needed when students are absent or when additional classroom coverage is required.

• Provide clear expectations of team responsibilities, ensuring roles are well understood.

• Support and mentor new inclusion staff, building their skills, confidence, and capacity in the classroom.

Classroom & Student Support

• Work alongside classroom teachers to deliver adjustments that enable student engagement and achievement. As well as prepare and organise student resources and equipment to enable learning access.

• Provide direct support to students on an individual or group basis in specific learning areas. Assist with the interpretation of teacher instructions, ensuring students understand tasks and can participate successfully.

Collaboration with DI Team and Teachers to support adjustment

• Support DI Leadership to ensure clear and effective communication and that expectations are aligned and consistent.

• Encourage teachers to work collaboratively with the Disability Inclusion Team when issues arise, to ensure prompt and effective resolution.

Behaviour & Engagement Support

• Assist teachers and staff in maintaining consistent approaches to behaviour management.

• Contribute to the monitoring and evaluation of student engagement, participation, and achievement.

Programs & Activities

• Support teachers in coordinating support for educational programs such as incursions, excursions, and camps.

• Ensure adjustments and support needs are clearly identified and resourced to maximise student engagement.

Professional Development & Mentoring

• Collaborate with Assistant Principal ¿ Disability Inclusion to identify professional development opportunities for Inclusion Support staff.

• Encourage and foster staff participation in training, workshops, and skill-building opportunities.

• Provide guidance and feedback to team members to support continuous professional growth.

Administrative Contribution

• Collaborate with Business Manager to allocate Inclusion Support staff to assist in administrative areas.

• Ensure that administrative tasks from the Inclusion Support Team are aligned with school expectations and managed efficiently.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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 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:

Other Information

Applications should be prepared in a standard font such as arial or calibra at size 11 or 12.

Applicants are advised to include:

A cover sheet providing the name of applicant, WWCC number, home and email addresses, telephone number where applicant can be contacted during business hours

A specific response to each of the six selection criteria with no more than one page per criterion

A separate CV that is a summary of experience and qualifications

The name of three referees including contact details, work and mobile phone numbers, email address, current position and relationship to the applicant

Applicants should ensure they submit their cover letters, CV's and selection criteria all in ONE document.

Document should be saved as the applicant's name

Late applications will not be considered.

Conditions of Employment

• 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

Applications close Wednesday 3 September 2025 at 11.59pm

Posted

22 August 2025

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