Job Description
Full job description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1523320
Selection Criteria
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
Role
[Attendance requirement for this position]
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. 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
The Disability Inclusion Team Leader will ensure 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, 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 Team Leader will play a key role in the schools roll out of Disability Inclusion working with the Leadership Team and the Disability Inclusion team.
The Disability Inclusion Leader will:
Leadership
Lead and support members of the Disability and Inclusion Team
Provide regular updates and tracking status of DI across the College
Communicate and work directly with Head of Teaching and Learning and Learning Area Leaders to document and record documentation required to support student applications for DI
Support Disability Inclusion Team Leader to ensure Inclusion Staff document and support students as required
Student Support and Transition
Collect evidence of classroom interventions and adjustments
ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion meeting.
With the support of Student Services Manager prepare funding applications,
play a key role 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)
Facilitate the organisation of Disability Inclusion Profile 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
Ongoing Support and Monitoring
ensure each student with disability and additional needs has a quality IEP and that SSGs are organised and documented as per DE Policy
Tracking classroom interventions and adjustments based on documented plans in place with student
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 the student has a voice in setting learning targets during the IEP process
Maintain accurate records of each student flagged for DI as they move through the stages of College processes
where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to SSG¿s
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
General
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
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 parent(s)/carer(s) understand the importance of supporting learning at home
promote the implementation of all elements of Disability Inclusion at the school
Liaise with a range of agencies, the department and its key personnel including making referrals and communicating information
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.
Have an understanding of PSDMS and SOCS.
Other administrative support tasks as directed by Student Services Manager or Principal
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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 is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
Qualifications and Experience Desired:
Relevant Bachelor Degree in Disability, Teaching or Allied Health
Relevant qualifications and experience in areas of education support disability inclusion and student learning.
Working with Children's check
Have an understanding of PSDMS and SOCS
Time fraction between 0.8 and 1.0 is negotiable for this role
Other Information
As a College, we prioritise developing the skills of our staff and students, with observation, measurement, goal setting and improvement for all. We run a targeted coaching program and offer a leadership development pipeline for staff aspiring to school leadership and positions of responsibility.
We offer flexible working arrangements to all staff including an ad hoc working from home option.
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.
Conditions of Employment
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.
Location Profile
The 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 in 2022 and is growing steadily, living up to this ambition. In 2026, the College has Year 7 - 11 student cohorts. We will add a year level every year following. In 2026 the College adds the Year 11 cohort and commences our program planning for senior secondary options to ensure all students have excellent opportunities and outcomes after their schooling.
At Greenvale Secondary College, we focus on supporting individual students wherever they are at in their learning and social development, to ensure our students can feel successful and challenged to be their best. We offer extension and enrichment, as well as interventions and dedicated support for students who need it.
We have created a learning environment that is built on high expectations for all, where all students can belong and feel connected to their education and 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 are 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
In 2025, the College opens our brand new facilities which have been under construction through out 2024.
Administration and Learning Resource Centre building
STEM building
Learning Neighbourhood buildings (x2)
Visual Arts Building
Performing Arts and Physical Education building including large indoor multi-court
4 x hardcourts
Sports oval
Landscaped outdoor play and learning areas
Staff carpark
2 x bike shelters
Canteen
The College has a current student capacity of approximately 1100 students, however we will grow into the capacity steadily as we add each Year Level coho
Applications close Saturday 18 April 2026 at 11.59pm
Posted
2 April 2026
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1523320
Selection Criteria
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
Role
[Attendance requirement for this position]
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. 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
The Disability Inclusion Team Leader will ensure 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, 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 Team Leader will play a key role in the schools roll out of Disability Inclusion working with the Leadership Team and the Disability Inclusion team.
The Disability Inclusion Leader will:
Leadership
Lead and support members of the Disability and Inclusion Team
Provide regular updates and tracking status of DI across the College
Communicate and work directly with Head of Teaching and Learning and Learning Area Leaders to document and record documentation required to support student applications for DI
Support Disability Inclusion Team Leader to ensure Inclusion Staff document and support students as required
Student Support and Transition
Collect evidence of classroom interventions and adjustments
ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion meeting.
With the support of Student Services Manager prepare funding applications,
play a key role 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)
Facilitate the organisation of Disability Inclusion Profile 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
Ongoing Support and Monitoring
ensure each student with disability and additional needs has a quality IEP and that SSGs are organised and documented as per DE Policy
Tracking classroom interventions and adjustments based on documented plans in place with student
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 the student has a voice in setting learning targets during the IEP process
Maintain accurate records of each student flagged for DI as they move through the stages of College processes
where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to SSG¿s
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
General
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
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 parent(s)/carer(s) understand the importance of supporting learning at home
promote the implementation of all elements of Disability Inclusion at the school
Liaise with a range of agencies, the department and its key personnel including making referrals and communicating information
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.
Have an understanding of PSDMS and SOCS.
Other administrative support tasks as directed by Student Services Manager or Principal
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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 is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
Qualifications and Experience Desired:
Relevant Bachelor Degree in Disability, Teaching or Allied Health
Relevant qualifications and experience in areas of education support disability inclusion and student learning.
Working with Children's check
Have an understanding of PSDMS and SOCS
Time fraction between 0.8 and 1.0 is negotiable for this role
Other Information
As a College, we prioritise developing the skills of our staff and students, with observation, measurement, goal setting and improvement for all. We run a targeted coaching program and offer a leadership development pipeline for staff aspiring to school leadership and positions of responsibility.
We offer flexible working arrangements to all staff including an ad hoc working from home option.
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.
Conditions of Employment
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.
Location Profile
The 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 in 2022 and is growing steadily, living up to this ambition. In 2026, the College has Year 7 - 11 student cohorts. We will add a year level every year following. In 2026 the College adds the Year 11 cohort and commences our program planning for senior secondary options to ensure all students have excellent opportunities and outcomes after their schooling.
At Greenvale Secondary College, we focus on supporting individual students wherever they are at in their learning and social development, to ensure our students can feel successful and challenged to be their best. We offer extension and enrichment, as well as interventions and dedicated support for students who need it.
We have created a learning environment that is built on high expectations for all, where all students can belong and feel connected to their education and 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 are 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
In 2025, the College opens our brand new facilities which have been under construction through out 2024.
Administration and Learning Resource Centre building
STEM building
Learning Neighbourhood buildings (x2)
Visual Arts Building
Performing Arts and Physical Education building including large indoor multi-court
4 x hardcourts
Sports oval
Landscaped outdoor play and learning areas
Staff carpark
2 x bike shelters
Canteen
The College has a current student capacity of approximately 1100 students, however we will grow into the capacity steadily as we add each Year Level coho
Applications close Saturday 18 April 2026 at 11.59pm
Posted
2 April 2026
💡 Quick Summary
Seeking a career-building opportunity? The Disability and Inclusion Team Leader position is now open for candidates interested in the Work from home Jobs sector. This role in Aarons Pass offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Work from home Jobs is a plus.
