Occupation: Other
Reference:
Location Profile
Wantirna College is a single campus Year 7-12 School of approximately 1490 students, situated in the eastern suburbs of Melbourne, about 25 kilometres from the city centre. The College was founded in 1980 and consists of a core of well-maintained brick buildings, with additional portable buildings, in an attractive garden setting spread throughout the spacious grounds with panoramic views of the Dandenong Ranges. The College facilities include a new state of the art theatre, university style cafeteria, new and refurbished buildings that incorporate flexible open learning spaces as well as landscaped courtyards.
Wantirna College draws students from both local and surrounding primary schools. Demand for places at the College has been consistently strong and as part of the enrolment strategy there is a Department of Education and Training approved enrolment ceiling of 1500 students. Most of our students walk to school or are transported by their parents or buses.
The school family occupations index (SFO) is 0.35 and has remained fairly consistent over the last four years. The Language Background Other than English (LBOTE) proportion is 0.13 and again has been consistent over a large number of years. The College also has an international student program. This program takes approximately 20 overseas fee paying students largely from China and Vietnam.
We operate two sub schools, the Middle School 7-8 and Senior School 9-12. Each sub school has its own administration, overseen by an Assistant Principal and Leaders of Sub school and operates within its own pedagogical guidelines. There is a strong and consistent whole school approach to welfare and discipline with an emphasis on emotional intelligence.
The Wellbeing Team at the College is well supported through a range of Education Support Staff, including 1.5 Mental Health Practitioners, two Student Wellbeing Social Workers, two First Aid Officers, along with several placement students undertaking social worker work experience. The team support and run a number of key areas within the school including breakfast club, targeted student wellbeing interventions, counselling services for students and liaising with external services including DFS, Orange Door and Navigator, to ensure our students receive the best possible support to be successful.
Selection Criteria
SC1 Demonstrated ability to support students one on one with their basic literacy skills to decode text, read with fluency, and improve their vocabulary.
SC2 Demonstrated ability to support small groups of students to improve their reading comprehension using evidence‑based approaches.
SC3 Demonstrated ability to deliver intervention as part of students¿ Individual Education Plans.
SC4 Demonstrated capacity to work as part of a collaborative multi‑disciplinary professional team and contribute significantly to the achievements of the team.
SC5 Highly developed communication, networking and interpersonal skills, including the ability to liaise effectively with a wide range of people in the education community and beyond.
Role
The Inclusion Support Coordinator will work closely with the College Inclusion Leader, Inclusion team and external and internal support service providers to ensure students with additional needs are well supported.
Responsibilities
DIP Support
- Monitor and adhere to changes in the DET guidelines and requirements for the Disability Inclusion Profile and PSD program, for example application process, testing procedures, assessment, and reporting.
- Work with the DIP Team to make recommendations and provide evidence
- Organise the completion of Learning Audits for students who are referred to Inclusion
- Support ILA team to document evidence for DIP applications
Inclusion Program Operations
- Schedule SSGs
- Send out feedback sheets to teachers and invite participants
- Prepare feedback documentation for SSG meetings
- Chair SSGs with funded students.
- Type up minutes from SSG and create IEP¿ distribute to all Teaching Staff, and Inclusion Team
- Follow up on some action items for students after SSGs¿ eg Timetable changes, gather info for parents, organising visiting health care professionals, organising referrals, etc.
- Contribute to and adjust timetables for support in classrooms
- Contribute to the organise schedule for ILA placement students
- Contribute to timetabling management to accommodate TIL requests
- Assist with reports for placement students
- Contribute to induction of placement students
- Facilitate meetings with ILA team to discuss student needs
- Liaise between parents and teachers, therapy providers, special service providers
- Develop manipulatives and resources for students requiring support.
Intervention Support
- Administration and organisation of the scheduling for Tier 2 Interventions
- Deliver some Tier 2 Intervention upon request in areas of Assistive Technology, Executive Function and Literacy.
- Support in the development of small group work facilitated by the ILA¿s to ensure students are provided with targeted and evidence based interventions
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 (seeWorkplace 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)
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 setting, 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:
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:
Please ensure that your application includes:
- a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- a section addressing the selection criteria and the requirements for application under the Who May Apply section
- names and contact numbers (telephone and email if possible) of two referees
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.
Applications close Thursday 13 November 2025 at 11.59pm
#J-18808-Ljbffr