Inclusive Learning Leader

Location: North East Region | Yea

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

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Education and Training

Reference: 1448894

**Selection Criteria**:

- Qualification in social work, student/family counselling, psychology or a relevant community health or welfare field.
- Understanding the common approaches, policies, programs and research relating to disability inclusion.
- Experience in the delivery of student and family wellbeing services in a secondary school setting.
- Demonstrated experience in the coordination of services and provision of information, support, consultation and the ability to work with groups or individual students.
- Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the range of people within education and the wider community.
- Demonstrated ability to design, deliver or coordinate professional development in the area of disability inclusion.

**Role**:
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction mínimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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**:

- Provide a multi-tiered approach to Inclusive Education.
- Be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students.
- Collaborate with services working in the school to deliver adjustments to students.
- Prioritise resources and time to identify and consider the needs of students with disability and additional needs.
- Facilitate student referrals to external allied health professionals; psychologists, psychiatrist, occupational therapists and speech pathologists to support the Disability Inclusion Profile.
- Play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs)
- Have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP.
- Ensure students with disability and additional needs have a learning mentor (they may also act as a learning mentor)
- Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs.
- Embed inclusion and disability expertise in strategic planning and recruitment practices of the school.
- Act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs.
- Ensure full use of assessment for learning.
- Ensure parent(s)/carer(s) understand the importance of supporting learning at home.

**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 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 i