Role
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 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
An Inclusion Leader may 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. An Inclusion Leader plays a key role in coordinating the team around the learner.
1. 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
2. play a key role in supporting students with disability and additional needs to make a smooth transition to school, 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)
3. prioritise resources and time to identify and consider the needs of students with disability and additional needs
4. 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
5. ensure each student with disability and additional needs has a quality IEP
6. ensure the student has a voice in setting learning targets during the IEP process
7. determine whether other students with disability and additional needs could benefit from an IEP
8. review school processes for student support groups, personalised goal setting and IEPs
9. collaborate with services working in the school to deliver adjustments to students
10. ensure students with disability and additional needs have a learning mentor (they may also act as a learning mentor)
11. promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
12. embed inclusion and disability expertise in strategic planning and recruitment practices of the school
13. embed evidence-based inclusive education and human rights obligations into school policies and plans
14. act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs
15. ensure full use of assessment for learning
16. ensure parent(s)/carer(s) understand the importance of supporting learning at home
17. liaise with the school’s Student Support Services key contact as required
18. promote the implementation of all elements of Disability Inclusion at the school
19. respond to any requests from facilitators for additional information
20. ensure Disability Inclusion SSG meetings are booked for all students who require them
21. support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings
22. where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to SSG’s
23. ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion meeting.
24. Prepare funding applications, liaising with a range of agencies, the department and its key personnel.
25. Manage and provide support to the ES staff working within the school wide Disability program Regular team meetings; Planning; Program support such as Life Skills.
26. 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.
27. Have an understanding of PSDMS and SOCS.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 ).
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 726 801 or email on:
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:
DE Values
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:
Conditions of Employment
28. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
29. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
30. A probationary period may apply during the first year of employment and induction and support programs provided.
31. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Scoresby Secondary College is located in Knox with an enrolment around 300, which is expected to rise significantly over the next few years. The College serves the communities of Scoresby, Knoxfield, Ferntree Gully and the surrounding suburbs of Rowville, Lysterfield, Wantirna South and Boronia. The College is structured around two sub schools with each sub school established to meet the age specific needs for the different stages of their journey from early adolescence into adulthood. Junior School (Years 7,8,9) Senior School (Years 10,11, 12). A strong Code of Conduct provides for a safe and orderly environment. The College sets high expectations and promotes active participation in learning with a belief that all students can develop and achieve success across a range of curricular and co-curricular activities. It is the setting of high expectations that the College believes empowers students to aim for their personal best and take on responsibility for their own behavior and learning. Students study a core program of English, Mathematics, Science, Humanities, Mandarin, Physical Education, Arts, Music, and Technology in the Junior School with a range of opportunities for specialisation in the Senior School. The extra-curricular program includes an exceptional voice and instrumental program, performing arts production, camps and overseas sister school, student leadership opportunities and sport. The College boasts a mix of traditional and purposeful teaching and learning facilities, a Senior School Study Centre, Resource Centre, extensive playing fields, including a four court synthetic surface, gymnasium, landscaped grounds and computer and ICT facilities throughout. The College prides itself on the establishment of partnerships with business, industry and tertiary education providers, providing authentic learning experiences for student learning and greater opportunities for student pathways and transitions. The majority of the College’s graduates are successful in obtaining places in university and TAFE after completing Year 12.