Disability Inclusion Specialist

Department of Education VIC – Paynesville VIC 9 days ago, from Department of Education & Training Victoria Paynesville Primary School is located on the picturesque Gippsland Lakes system, approximately 300 km east of Melbourne. At our school, students are guided on a shared learning journey to achieve their full academic potential and grow as caring and respectful citizens of our local community. Our teaching staff pride themselves on remaining at the forefront of new educational initiatives. We value giving our students opportunities to shape and direct their own learning journey. Throughout their schooling, as well as covering our core subjects of Literacy and Numeracy, students also experience a variety of specialist subjects including: physical education, ICT, cooking, art, and music. Our students are offered chances to take part in national competitions including Science Talent Search, as well as locally-based programs which link to our unique location, such as the Junior Rotary Community Award. Our school has an inclusive culture with a range of skilled education support staff, who assist teachers to ensure that all students succeed in their learning. Although its history dates back to 1881, our current school was built in 1997 and its facilities include: an all-purpose hall with a stage and dressing-room, a library, two computer pods, an art room, a teaching kitchen, an edible garden, and a multi-purpose building - all set in extensive, tree-lined grounds. At Paynesville Primary School, we aim to create an environment where staff and families work together to provide the best opportunities for all students. We are mindful that every child is unique, learns differently and has individual passions and interests. It is our mission to equip students with skills, attitudes, knowledge, and values which will allow them to be confident and compassionate participants in an increasingly complex world. Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.SC2 Demonstrated capacity to work and collaborate with others in a team environment.SC3 Demonstrated capacity to communicate effectively in a team environment, including 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 and other school staff in respect to the work area.SC6 A commitment to professional learning and growth for both self and others. Role An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program. An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher. Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3). A role at this range may include: Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the coordination of a work area under the direction of the principal or a manager. Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function. Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction. Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples. An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained. Responsibilities The responsibilities of this position will be: Contribute and be a member of our Student Wellbeing team to support the learning and wellbeing outcomes of students with a disability and additional needs. Provide routine support for teachers. Communicate with teachers about routine matters. Assist with planning of student routines. Support teachers in the coordination of educational programs independently or under minimal supervision, such as: Provide routine coordination, guidance, and support to other staff. Liaise with external providers of support services about clearly defined support needs and resources. Support teachers in communicating objectives and outcomes relating to educational programs and/or students, including routine presentations. Assist teachers with the communication of student outcomes and educational programs. Communicate with student/s to support comprehension of basic tasks and information. Maintain confidentiality of information to ensure the rights of the student and parents/carers are protected. Assist students to communicate their needs. Engage the students in learning tasks. Assist classroom teachers. Encourage student independence. Attend SSG meetings if required. Update and maintain information on our student management system and inform colleagues of individual student needs, assessments, and recommendations. Attend team meetings and staff meetings as required. Support communication between teachers and parents. 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. 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. 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 Be careful - Don't provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr