Overview
Work type: Part time
Salary: Salary not specified
Grade: Ed Support Level 1-Range 4
Occupation: Health and Allied Health
Location: Colac-Otway
Reference: 1471366
Location Profile
Lake Colac School is located in the regional town of Colac and provides high quality curriculum, wellbeing and therapy programs for students with special learning needs from Early Education to the year they turn 18. We span a large catchment area of students from the local district, including the coastal region. All school age students have a diagnosis of intellectual disability, ranging from mild to profound, whilst many students also have associated social, emotional, behavioural, sensory or physical impairments. Around one third of students are on the autism spectrum. The Early Education Program caters for children 2.8 to 4.8 years of age who present with delays in two more developmental areas. Teachers met in a Professional Learning Teams (PLTs) and as Professional Learning Communities (PLC) and are focused on creating a positive school climate and improving their professional practice. We strive to provide differentiated curriculum practices for students with disabilities within and beyond the school into the wider education community. We recently located to a brand new school site in Colac and adopting a new name, Lake Colac School, from the beginning of 2024.
LCS offers an Early Education Program (EEP) for children who have a developmental delay. EEP is an educational program which uses the Victorian Early Years Learning and Development Framework (VEYLDF) and develops and promotes each child¿s social and emotional skills through guided play, as well as creative and structured activities. EEP is based around developing skills which promote fine and gross motor co-ordination, language and communication, cognition and self-care.
LCS recognises and values the importance of parents and professionals working collaboratively as partners to achieve the best outcomes for each individual within our care. We promote positive student wellbeing and engagement through implementing a whole school Social and Emotional Learning Curriculum that builds and strengthens students¿ personal and social capabilities.
Our school curriculum offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with an intellectual disability. Individual Learning Plans are provided for every student with the necessary adjustments made in order for students to engage in curriculum content as well as demonstrate their knowledge, skills and understanding.
The Curriculum taught and assessed from Foundation to Year Ten is the Victorian Curriculum F-10 encompassing the Towards Foundation Level Victorian Curriculum, Levels A-D. Students in their final years of schooling have a managed individual pathways plan and, where applicable, a careers action plan. This includes Enterprise Education, work experience and the Duke of Edinburgh program.
LCS was established in 1985 and is now located in Colac¿s West, near Lake Colac, where services are provided to eligible students from Colac and the surrounding district, including the coastal region. The current student enrolment at LCS is approx. 85 FTE and has 12 EEP children. It prides itself on providing a high-quality education for all students in a safe and secure learning environment, where kids come first. The school has a Strategic Plan (2023 ¿ 2026) and its Annual Implementation Plan incorporates the Framework for Improving Student Outcomes 2.0 (FISO).
Selection Criteria
SC 1: Demonstrated highly developed interpersonal skills and communication skills.
SC 2: 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.
SC 3: Demonstrated understanding of issues facing students with disability and their
parents/carers.
SC 4: Experience in building the capacity of others to navigate complex systems.
SC 5: 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 introduced 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 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
Relevant experience in the NDIS, disability, youth or education sectors is desirable but not essential.
EEO AND OHS Commitment
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.
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 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
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:
Other Information
* Applicants should keep a copy of the position description as it cannot be accessed once the job has closed.
* Candidates are advised that the key selection criteria must be addressed. Visit for guidelines and tips for applying for government positions and addressing key selection criteria.
* All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
* Successful applicants are subject to a satisfactory criminal record check prior to employment. New department employees are required to meet the cost of the criminal record check.
* If appointed from outside the department, successful applicants will be required to complete a pre-employment health declaration.
* Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
* A probationary period may apply 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
* To support the department¿s commitment to its Environmental Management System, department employees are expected to act in an environmentally responsible manner at all times.
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 apply 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
Applications close Sunday 20 April 2025 at 11.59PM
Posted 31 March 2025