AddressThe community of Greenvale has long-awaited its own a secondary school and is eager for it to be a success story: the secondary school of choice for local families and a school of which all in the community can be proud. The future of education for Greenvale is now here and students will be prepared for, and encouraged to dream, believe and achieve.
Our school opened on day 1 of Term 1, 2022 at 2 Glencairn Drive, Greenvale and will grow rapidly.
At Greenvale we are unrelentingly supportive and overwhelmingly positive with the growth of every individual student our absolute core focus. We have created a learning environment that is built on high expectations for all, where all students are engaged in academic enrichment with a diverse and challenging curriculum, while ensuring they enjoy the caring and supportive environment in which they learn every day.
Students are exposed to a diverse and challenging curriculum as well as offering academic enhancements in all learning areas.
The College also supplements students learning with a wide range of co-curricular programs as well as encouraging them to get involved with the wider community.
Our school vision, mission and values were developed in partnership with the community and are:
Vision:
We stay at the forefront of education to encourage the development of the whole student, providing them with the knowledge, skills and confidence to succeed and become lifelong learners who are generous, active and informed citizens.
Mission:
We¿re on a mission to provide the best education we can for our students by partnering with our community and fostering the natural care and passion our staff have to make a difference.
Values:
Excellence: We relentlessly pursue excellence and achieve our best
Leadership: We support and influence others to achieve more than they thought possible
Respect: We respect others for who they are and value their opinions
Teamwork: We work together to achieve our goals through trust and mutual support
Facilities
The College has the following permanent facilities:
- Administration and Learning Resource Centre building
- STEM building
- Learning Neighbourhood building
- Stage 1 carpark
- 2 x bike shelters
- 1 x temporary hardcourt
- Landscaped outdoor play and learning areas
Stage 2 building works have started and will allow for the construction of the remaining facilities by the start of the 2025 school year:
- Additional Learning Neighbourhood building
- Visual Arts Building
- Performing Arts and Physical Education (PAPE) building including indoor multi- court
- 4 x hardcourts
- Sports oval
- Landscaped outdoor play and learning areas
- Stage 2 carpark
SC1 Demonstrated knowledge and expertise in inclusive education and supporting learners with additional needs, including the capacity to work directly with students who have complex behavioural and learning needs.
SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC3 Demonstrated capacity to co-ordinate relevant professional development activities to enhance staff knowledge and understanding of students with specific learning or behavioural difficulties as well as lead a learning support team.
SC4 Demonstrated high level oral, written communication and interpersonal skills, including teamwork and collaboration.
SC5 Relevant qualifications and experience in areas of education support, inclusion and disability
The Disability Inclusion Administration and Support Leader will work closely with the Disability Inclusion Team Leader to ensure students with disability and additional needs are engaged in education and meeting their learning goals. They will work collaboratively with the leadership team wellbeing staff and allied health team. They also work collaboratively with services/teams outside school which may include Health and Wellbeing Inclusion Workforces liaising with Student Support Services key contacts and external therapists.
The Disability Inclusion Administration and Support Leader play a key role in the school¿s transition to Disability Inclusion working with the Leadership Team and the Disability Inclusion rollout team.
The Disability Inclusion Administration and Support Leader will 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. They role will also play a key function in supporting students with disability and additional needs to make a smooth transition to Greenvale Secondary College 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.
The The Disability Inclusion Administration and Support Leader will:The Disability Inclusion Administration and Support Leader will
- have oversight and responsibility of individual education plans IEPs across the school and ensure the school meets obligations for students who are required to have an IEP
- ensure each student with disability and additional needs has a quality IEP
- ensure the student has a voice in setting learning targets during the IEP process
- 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 evidence-based inclusive education and human rights obligations into school policies and plans
- ensure parents/carers understand the importance of supporting learning at home
· assist in the organisation of Disability Inclusion Profile meetings and SSG meetings including registration ensuring all stakeholders have been consulted and all relevant evidence is compiled and presented in order to maximise the chances of successful funding outcomes
- where required support the most appropriate school staff to prepare the student and parents/carers to contribute to SSG¿s
- ensure the establishment of student support groups SSGs for all students who may benefit from a Disability Inclusion meeting.
- Collect evidence of classroom interventions and adjustments and track classroom interventions and adjustments based on documented plans in place with student
- With the support of Student Services Manager prepare funding applications
- Liaise with a range of agencies the department and its key personnel.
· · work with the relevant Learning Specialists Teaching and Learning Leaders and Learning Support staff to establish systems for monitoring of student learning goals and classroom adjustments
- Work with the school leadership team to ensure our Disability Inclusion program is aligned to the School and Department policy and guidelines and maintain confidential and sensitive data on each student.
- Other administrative support tasks and classroom support as directed by Student Services Manager
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Applicants seeking part-time employment are encouraged to apply for this position. Should you be successful, you will be given the opportunity to negotiate your preferred time fraction as part of the recruitment process.
The Department of Education (the department) 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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 *** or email on: **********@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Qualifications and Experience Desired:
- · Relevant qualifications and experience in areas of education support Disability Inclusion and student learning.
- Working with Childrens check
- Have an understanding of PSDMS and SOCS
Other Information:
- Applications should be constructed, and attached, as one PDF document.
- Applications (single document) should include your cover letter, CV, response to the Key Selection Criteria and a list of 3 relevant referees.
- Applications should be saved as a PDF.
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
