Disability Inclusion Administrator

Berwick College began in 1977 as Berwick High School with an enrolment of 113 students, growing to an expected enrolment of 1750 in 2024. It has grown into a well-established and vibrant community where thousands of students, including second generations of families, have experienced their secondary education.

Berwick College is an embedded part of the local community, striving to prepare its students to thrive in a world which values interpersonal skills as much as academic excellence. Berwick College does not believe in a ‘one size fits all’ education and offers a positive, caring and safe learning environment in which all students can achieve success through its comprehensive and differentiated curriculum, and an extensive extra-curricular program.

Berwick College lives by its motto ‘I shall grow’ by actively promoting a culture that celebrates the achievement of excellence, that values and respects individual diversity and that encourages participation by all members of the community. Students at Berwick College are very conscious of the opportunities being offered to them and take pride in themselves and the College. Student voice is valued at the College, as is student welfare. Student achievements are formally recognized and celebrated in college publications, social media and at whole school assemblies, on the school’s website and at annual assemblies for success.

The College’s positive culture, high expectations and rigorous teaching and learning programs have consistently translated into excellent VCE results.  These factors have maximised tertiary educational opportunities with over 90% of our VCE students who have applied going on to study at university.  In addition, VCE Vocational Major provides an applied learning pathway for students. Aside from a reputation for academic excellence, Berwick College also has well-regarded art, music, and sporting programs, as well as an impressive array of extra-curricular offerings. Our students regularly participate in community events and festivals, and represent the school at regional, state, and national level. The richness of the College programs allows students to flourish as they pursue their interests and goals.

Our Vision

Together we give every student the best learning and development experience, making our community a more prosperous place.

This is achieved through.

EXCELLENCE IN LEARNING                                 RICH AND VARIED PATHWAYS

POSITIVE RELATIONSHIPS                                PERSONAL GROWTH

Values

At Berwick College we the values of Inquiry, Cooperation, Achievement, Resilience, Empathy.

Our students are placed in one of eight Learning Teams to build strong relationships with the home group and to personalise our processes. Each Learning Team has eight Home Groups led by a Home Group teacher to ensure our students and families have a familiar staff member as their first contact. The best interest of our students is our guiding principle, and we work closely with our families to get the best possible outcomes.

Our curriculum programs are underpinned by Literacy, Numeracy and wellbeing. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on learning skills, underpinned by the Victorian Curriculum in Years 7 to 10. Our senior students can access a wide range of VCE and Applied Learning Programs, including university enrichment courses and HeadStart, as part of a three-year pathway to success.

The College has three areas of excellence that enrich and extend the curriculum. These are:

• Basketball and Dance Academies
• High Achievers’ Program
• Inclusion and Interventions  

The College delivers intervention and extension classes in Literacy and Numeracy for students who require support. Additional supports include a range of performance and arts-based programs, bullying prevention, acceptance, emotional regulation and programs that support diversity and inclusion.

The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.

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.

This role will support the Disability Inclusion Team.

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 co-ordination 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.

• Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
• Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
• Maintain and update office records, enrolment data, diary records, and basic written records
• Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
• Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
• Coordinate the delivery of administrative services within the school
• In consultation with the principal, determine and manage work priorities within the school office
• Develop and implement strategies to ensure effective administration procedures
• Coordinate the implementation of requisitioning, purchasing and issuing procedures
• Manage client reception and office operations
• Liaise with school staff in regard to support requirements

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

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).

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:

 Child Safe Standards: Policy | education.vic.gov.au

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

• 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx