AddressThis is a part time position - three days per week.
Preferred days: Monday, Wednesday, Thursday
Start/Finish time by negotiation: 8:30am-4:30pm or 9:00am-5:00pm
Disability Inclusion Officer Role:
The Disability Inclusion Officer ensures students with disability and additional needs are engaged in education and meeting their learning goals. To do this they work collaboratively with the school¿s leadership team, student support team and allied health professionals. They 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 Officer will play a key role in the school¿s transition to Disability Inclusion, which can include supporting the organisation of Disability Inclusion Profile meetings and supporting teachers to identify students who may benefit from a profile meeting. They will continue to coordinate PSD applications until the full roll out of Disability Inclusion.
Range 3:
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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.
