Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Inner South East suburbs
Reference:
Selection Criteria
* Demonstrated highly developed interpersonal skills and communication skills.
* Demonstrated capability to establish and maintain collaborative relationships between people with disability and their parents and carers, other organisations or agencies and the wider community.
* Demonstrated understanding of issues facing students with disability and their parents/carers.
* Demonstrated experience in building the capacity of others to navigate complex systems.
* Demonstrated knowledge of the operations of the National Disability Insurance Scheme (NDIS) and/or operations of specialist schools.
Role
Children and young people with disability can require a greater degree of parental or family involvement in their education and care than their peers without disability. Parents and carers of children with disability play several supporting roles, including as advocates and as people who can provide valuable insight into their child¿s specific needs for services such as the National Disability Insurance Scheme (NDIS) and the broader health and community services system.
The Victorian Government is introducing new NDIS Navigators from 2023 in government specialist schools to provide support to parents and carers to help them navigate and understand the NDIS, enabling them to get the most out of the supports available. They will also provide support to schools, parents and carers to better understand the interface between the education system and the NDIS.
Responsibilities
The NDIS Navigator will carry out the following with a high level of autonomy (within broad guidelines), professional leadership and minimal day-to-day direction:
* provide support and advice for parents and carers to build their capacity to understand, advocate for and access appropriate NDIS funded support services available to their children
* develop and maintain relationships with parents, carers, school staff and local services to enable productive working relationships between schools, parents, carers and the NDIS
* support collaborative practices between NDIS funded services and the school including by providing appropriate information, documentation and/or logistical support for approved NDIS-funded therapist on-site visits. (School to edit/amend if they do not allow NDIS therapists to delivery therapy on school site)
* working collaboratively across their school, the NDIS Navigator will support families and carers to resolve issues experienced with the NDIS through appropriate channels.
The NDIS Navigator will not:
* contact the National Disability Insurance Agency or NDIS funded agencies on behalf of families or carers except in limited circumstances, following consultation with the principal
* act as an advocate for families, carers and students in matters that are the responsibility of the school.
The NDIS Navigator role is not a teaching role or a clinical role and is not designed for direct intervention, individual student case management or crisis management. The role will not implement or perform supports and adjustments in schools.
In some circumstances the NDIS Navigator may need to consult with the principal to prioritise families that have more complex needs that require additional support.
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
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:
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:
Location Profile
Ashwood School
Ashwood School is a coeducational specialist school catering for approximately 140 primary and secondary students with a mild intellectual disability. Located in the eastern suburbs of Melbourne, we proudly serve families from the municipalities of Monash, Boroondara, Manningham, Stonnington, Whitehorse, Glen Eira and Bayside.
We aspire to be a centre of excellence and school of first choice in special education, delivering a supportive yet challenging environment where every student is empowered to reach their full potential and become a valued, active member of the community.
Our Mission
To develop independent learners who achieve their maximum learning outcomes through a focused, engaging and individualised curriculum that builds academic, social, emotional, communication, independence and employability skills for a successful life beyond school.
Individualised Learning
Every student at Ashwood School has a tailored Individual Education Plan (IEP) developed in close partnership with families at Student Support Group (SSG) meetings. Goals are informed by ongoing assessment using the Victorian Curriculum, the Victorian Pathways Certificate (VPC) and a range of specialist tools, ensuring teaching is precise, evidence-based and responsive to each child¿s needs.
Small class sizes and a high staff-to-student ratio allow our highly qualified teachers, education support staff and allied health professionals to provide the intensive, personalised support that drives outstanding progress.
Student Voice & Leadership
Student voice and agency are at the heart of Ashwood School. From Primary through to Year 12, students are actively encouraged to express their ideas, lead initiatives and contribute to school decision-making.
Our leadership opportunities include:
* Primary classroom monitors and Grade 6 Leaders
* Secondary House Leaders (Visual Arts, Performing Arts, Technology)
* Compass Program leaders
* Year 11¿12 School Captains and Sports Captains
* Student Representative Council (SRC)
Class representatives meet regularly and our School Captains play a central role in leading weekly whole-school assemblies. Students have successfully shaped programs such as Outdoor Education, RIPOR Days, Wellbeing Week and cultural celebrations.
School Values ¿ RIPOR
Everything we do is guided by our core values:
* Respect ¿ Caring for others, ourselves and our environment
* Integrity ¿ Being honest, trustworthy and fair
* Passion ¿ Approaching learning and life with enthusiasm and persistence
* Optimism ¿ Staying confident, resilient and positive
* Responsibility ¿ Taking ownership of our words, actions and community
These values are explicitly taught and celebrated daily through our RIPOR expectations: Be a Learner, Be Safe, Be Responsible.
Student Wellbeing
We prioritise a safe, inclusive and connected school community. Our dedicated wellbeing team delivers developmentally appropriate programs that build social-emotional skills, mental health literacy and a strong sense of belonging, ensuring every student feels supported and ready to learn.
Our Staff
Ashwood School is fortunate to have a large, highly experienced team of special education professionals. Teachers, education support staff and therapists work collaboratively, with ongoing professional learning aligned to school priorities. We actively support staff to further their qualifications in the field of special education.
Community & Family Partnerships
We warmly welcome parent and community involvement. New families are paired with a ¿parent buddy¿ to help them feel connected from day one. Regular communication, parent workshops, celebrations and volunteering opportunities strengthen the partnership between home and school.
Applications close Tuesday 17 February 2026 at 11.59pm
Posted
4 February 2026