ES 1-3 Individual Needs Program Assistant Coordinator

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 3

Occupation: Other

Location: Melbourne - Western suburbs

Reference:

Location Profile

St Albans Secondary College¿s vision, values and guiding principles combine to create a safe, supportive and structured environment where every student is supported and inspired to achieve to the best of their ability. Our College community values respect, integrity, leadership, and the pursuit of excellence.

We are proud of our school community's achievements: our results in almost all areas are significantly higher than the average for the State, and for similar schools. St Albans Secondary College has regularly been recognised as a high performing school. In studies undertaken by the Department of Education and the University of Melbourne we were well above state benchmarks in all measures. These outcomes, together with excellent attendance rates, continued growth in students' literacy and numeracy skills, and significant improvement in students' sense of connectedness and safety, are a testament to the combined efforts of staff, families and students.

Our commitment to foster the academic and personal development of each student, to provide a high-quality education, and to guarantee a broad range of programs to challenge and enrich all students, is a significant factor in these achievements. Our Attendance Policy of 90%, close monitoring of student absences, and effective communication with parents ensure that the importance of regular attendance for successful student learning is well embedded in the school culture.

The SEAL (Select Entry Accelerated Learning) program is offered to challenge and motivate gifted and talented students from Year 7 right through to Year 12. Additionally, enrichment electives are offered from Year 9, and VCE subjects are available to selected students from Year 10. Our top achievers are supported with scholarships, as well as university mentoring programs including the Kwong Lee Dow Scholars¿ program, and they consistently gain entry into top level tertiary courses.

A focus on positive, respectful relationships as an essential part of a safe, enjoyable learning environment is an essential aspect of the College's culture, as is our strategy of enhancing student voice and leadership across the school, and providing a rich extracurricular program. Activities include a comprehensive instrumental music program, drama and music production, public speaking and debating, writers' workshops, a camps program, sports teams and carnivals, a House system, and a range of student clubs.

Our vision for wellbeing is to support all members of our school community to develop a resilient mindset by striving to ensure that everyone feels Connected, Protected and Respected. The development of a comprehensive allied health team approach to student wellbeing, recent work on resilient mindsets, and further strengthening student wellbeing programs have been important in fostering engagement, positive behaviour, and respectful relationships.

Creating a strong community is an important part of the College's strength. We actively seek the contributions and participation of families, as well as business and university partners, and our vibrant and growing Alumni program to create the best possible surroundings for our students to learn and grow. Our students benefit from a range of high-quality opportunities to engage with business and community partners through mentoring and leadership programs, and the Alumni program. Our staff are deeply committed to fostering the learning and wellbeing of each student. Parent satisfaction with the school is well above the state average, and reflects the confidence parents and families have in the work we do together.

St Albans Secondary College is a community where staff and parents work together with, and for the benefit of, students. Staff are deeply committed to the academic progress, and personal development and wellbeing of each student.

Selection Criteria

SC1 Demonstrated experience and skills in coordinating education support

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 and written communication skills.

SC4 Possess the technical knowledge and expertise relevant to the position.

SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.

SC6 Demonstrated commitment to professional learning and growth for both self and others.

Role

The Individual Needs Program Assistant Coordinator is responsible for supporting the Individual Needs Program Coordinator in the implementation and delivery of Disability Inclusion Program, (formally Program for Students with Disabilities), and management of the Individual Needs Department.

The Individual Needs Program Assistant Coordinator, under the guidance the Program Coordinator liaises with external service providers, parents/guardians, and school-based staff to develop Individual Education Plans, implement adjustments, and conduct Student Support Group meetings for students on the program. They will liaise and develop positive relationships with key stakeholders across the College to support Disability Inclusion.

Responsibilities

1. Support the Individual Needs Program Coordinator in the leadership and management of the Individual Needs Department.

2. Support the College's implementation of the Disability Inclusion reforms in accordance with DET requirements and the 3-tiered funding model.

3. Liaise with key personnel, including teaching and education support staff, responsible for the delivery of educational adjustments and targeted support for Tiers 2 and 3 students.

4. Support Disability Inclusion Profile (DIP) processes, including identification of eligible students and preparation of applications to secure optimal levels of funding and support.

5. Help manage the transition of current PSD funded students to a Disability Inclusion Profile (DIP)

6. Under the Guidance and Leadership of the Individual Needs Program Coordinator:

a. manage the Integration aide team that supports funded students in the classroom, including timetable rostering

b. liaise with the feeder Primary Schools and the college¿s Transition Coordinator to identify and support the transition of students with disabilities in Year 6.

c. monitor the learning outcomes of students on the Individual Needs Program and provide reports to the leadership team as appropriate

d. organise and facilitate assessments in partnership with Wellbeing staff, Allied Health staff school leadership and external agencies, as required.

e. oversee Student Support Group meetings, case management and targeted intervention and support Sub School Leaders, Allied Health staff and other relevant staff to convene Student Support Group (SSG) meetings each term for each student who has an IEP.

f. identify and prepare and IEP for targeted students in collaboration with student, family, and classroom teachers, build the capacity of key staff to develop IEPs

g. oversee the documentation of IEPs on COMPASS and ensure that all staff are aware of these adjustments.

h. undertake pathways planning, and to provide appropriate transition support for students in the program

1. Maintain a close working relationship with the Principal, Sub School and Wellbeing Teams

2. Participate as a member of the Student Wellbeing Committee

9.Undertake any other duties as directed by the Principal

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 must include:

1. A cover sheet providing contact information including email and phone number (address optional).

2. A CV with a summary of experience and qualifications.

3. Specific Key Selection Criteria response.

4. The names, email addresses and contact details for three referees.

For ease of handling by the school, all documents (cover letter, CV and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment Online. Please also ensure that your name is included in the header of each document.

All applicants should ensure that their personal profile on Recruitment Online is up to date.

Applicants seeking further information about the College or this position, are encouraged to contact the General Office on , prior to the closing date of applications.

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

21 August 2025

---