Disability Inclusion Coordinator – Ed Support Level 1-Range 5 Position Available In Rockland, New York

Overview
Work type: Part time

Salary:

Salary not specified

Grade:

Ed Support Level 1-Range 5

Occupation:

Education and Training

Location:

Northern Metropolitan

Reference:

1479834
Selection Criteria
SC 1: Demonstrated experience in assessment of needs and documentation of strategies, supports and adjustments, that would to the Disability Inclusion Tier 3 funding application process.
SC 2: Demonstrated ability to work cooperatively as a member of a school team.
SC 3: Highly developed oral and written communication and interpersonal skills including the ability to liaise and work collaboratively with teachers, education support staff, external agencies, students and families.
SC 4: A commitment to professional learning and growth and the ability to develop and provide professional learning for school staff, both teaching and education support.
SC 5: Demonstrated capacity to record and manage information in an ethical and confidential manner.
SC 6: Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
Role
The Disability Inclusion Coordinator will support the implementation of the Disability Inclusion program at Dallas Brooks Community School. This role will coordinate the Disability Inclusion Profile process, including supporting teachers, students and family members to actively participate in profile meetings. The Disability Inclusion Coordinator will develop and/or compile documentation to support Disability Inclusion profile and funding processes. The role will support Homegroup teachers to conduct student support group meetings and to develop high quality individual education plans. The role will work closely with teaching and education support staff, leadership, students, family members and other caregivers, and liaise with a range of external stakeholders including allied health and others.
Responsibilities
Report to, and be guided by, the Assistant Principal, Wellbeing, and attend meetings.
Support the operational implementation of the disability inclusion program within the school:
Develop and compile DI documentation to seek funding
Participate in supervision and regular student wellbeing de-briefings
Participate in intake/enrolment meetings and liaise with relevant staff at a student’s previous school/s
Attend and contribute to Student Support Group (SSG) meetings/Care Team Meetings (CTMs) as required.
Respond to student wellbeing and health education needs (including sexual health) and refer students to appropriate support agencies and services, provide information about services and resources for students and carers, maintain appropriate data and reporting, assess and manage risk and report where required to do so and support colleagues in school-wide positive behaviour support (SWPBS) processes, including the school’s Continuum of Response to behaviours of concern.
Develop strong positive relationships within the local school network and with external agencies, liaise with external providers where relevant to support the effective delivery of programs for the school and students and advocate for the work of the school when speaking with external professionals/agencies.
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 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 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 marrungeducation.vic.gov.au
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
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 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://education.vic.gov.au/hrweb/Pages/default.aspx
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 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://education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Dallas Brooks Community Primary School is a place that both encourages and enables professional learning , effective teamwork and inclusiveness within purpose designed facilities reflecting a 21st century educational approach to teaching and learning including the provision of open flexible learning areas.
The K-6 learning environment of Dallas Brooks Community Primary School emphasizes the acquisition of literacy and numeracy skills within an orderly and technology rich environment. Sporting excellence, the Performing Arts and community partnerships have a strong focus within our new school with extensive programs catering for preschool education through to adult education.
Dallas Brooks Community Primary School is a Microsoft Showcase School and a DET New Pedagogies and Deep Learning School. The school is currently exploring the opportunities for student voice through Science and Technology (Robotics and Makers Programs).
In 2022, Dallas Brooks Community Primary School has an enrolment of 415 primary school students with 120 children enrolled in preschool programs. The school operates onsite 3 year old and 4 year old Kindergarten Programs and Playgroups for children up to 3 years of age. The Community Hub enables families to be connected to playgroups, adult education and working in partnership with the Wellbeing team at the school.
The school community represents a diverse range of socio-economic, cultural, religious and language backgrounds. Twenty six different ethnic groups are represented with the majority of students from language backgrounds other than English, the largest community groups being Arabic and Turkish speaking.
Our families value education and our students have a positive attitude towards school and learning. The school involves parents in school life, both within and outside classrooms. The school works with other educational and welfare groups in cooperative networks. The school is widely connected to Hume, Moreland Councils, Banksia Gardens, Dallas Neighbourhood House, Meadows Heights Learning Centre and the Northern Schools Early Years Cluster.

School Vision:

For all students to be literate, numerate, creative, safe and happy.
e

Learning Vision:

To actively engage the school learning community in authentic learning projects to develop responsible global citizens. Applications close Wednesday 25 June 2025 at 11.59PM
Posted 12 June 2025
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