Integration Aide/Inclusion Support

State Government of Victoria, Australia; City of Melbourne; On-site; AUD 60,000 - 76,000; Full time

Job summary

Highvale Secondary College in Melbourne's southern suburbs is seeking an Inclusion Support Staff member to assist teachers in creating inclusive learning environments. You will support students within the Disability Inclusion program under supervision, helping access learning and engagement throughout the school day.

Under the Leading Teacher Disability Inclusion, you will follow established guidelines, support student welfare, and maintain professional boundaries while contributing to

Qualifications

• SC1 demonstrates capacity to perform duties per established guidelines and frameworks.
• SC2 demonstrates capacity to work and collaborate in a team environment.
• SC3 demonstrates capacity to communicate effectively in a team, with strong oral and written skills.

Responsibilities

• Be present at the scheduled classroom or learning location at the start of each class, ready to support students.
• Provide routine in-class support to individuals or small groups up to four students.
• Assist students to access and engage with learning activities and routines as directed.
• Support students in understanding instructions, task expectations, and transitions between activities.
• Apply adjustments to encourage student independence and engagement as documented.
• Assist students with neurodiversity or additional learning needs under teacher direction.
• Assist in practical and structured learning environments under supervision.
• Prepare and organise learning materials and basic curriculum support tools as directed.

Skills

Guidelines adherence

Team collaboration

Effective communication

Job description

Occupation: Education and training

Location: Melbourne - Southern suburbs

Reference: 1546117

Selection Criteria

SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

SC2 Demonstrated capacity to work and collaborate with others in a team environment.

SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

Role

Inclusion Support Staff members provide practical, student-centred support to assist teachers in creating
inclusive learning environments. Working under the direction of classroom teachers and the Leading Teacher Disability Inclusion, the role focuses on supporting students within the Disability Inclusion program, and others
identified through the school's Multi‑Tiered System of Supports (MTSS), to access learning, maintain
engagement, and navigate the school day successfully.

The Inclusion Support Staff member carries out tasks in accordance with clearly established guidelines,
accepted practice, and school policy under the supervision and direction of a teacher. All student-facing
responsibilities are undertaken with a teacher retaining clear responsibility for educational delivery, student
welfare, and decision‑making.

Support may be provided to both funded and non‑funded students to enable teachers to deliver targeted
instruction and individualised support within an inclusive classroom setting. The expectations for how this team
work together are set out in the separate Disability Inclusion Team Charter

The following qualities and capabilities are expected of all Inclusion Support Staff members at Highvale
Secondary College:

• A genuine commitment to inclusive education and the belief that all students deserve access to quality learning experiences.
• The ability to follow documented procedures, plans, and teacher direction consistently and reliably.
• A calm, respectful, and strengths‑based approach to working with young people, including those with complex needs.
• Clear and professional communication with teachers, students, families, and colleagues.
• Willingness to participate in training and professional learning as required.
• A commitment to the values of Highvale Secondary College: Respect, Resilience, Responsibility, Integrity, and Excellence.
• A commitment to the values of the Department of Education: Integrity, Responsiveness, Impartiality, Accountability, Respect, Leadership, and Human Rights.

Inclusion Support Staff members are expected to:

• Work under the direction of classroom teachers and school leadership at all times, using initiative only within clearly defined tasks where procedures are well established and direction is readily available.
• Attend work in accordance with the agreed roster and hours, including being on site and ready to commence duties at the scheduled start time, returning from breaks at the agreed time, and remaining at work until the scheduled finish time.
• Maintain full attention and presence when working with students, including refraining from personal mobile phone use during student‑facing duties, except for emergency contact with school leadership.
• Participate in professional learning and training as directed by school leadership, to maintain and develop the skills and knowledge relevant to the role.
• Undertake training identified by the school as required to support vulnerable students, including training related to specific medical conditions, behaviour support, or student care needs.
• Perform other duties consistent with the Range 2 classification as directed by the Principal or delegate

Responsibilities

Classroom and Learning Support

Under the direction of the classroom teacher, Inclusion Support Staff members:

• Be present at the scheduled classroom or learning location at the start of each class, ready to support students from the beginning of the lesson. Where a student's IEP or BRP documents a reasonable adjustment that requires the student to transition to or from class at a different time, support the student in accordance with that documented plan.
• Provide routine in‑class support to individual students or small groups of up to four students, and across a range of student groups as directed, carrying out tasks as specified by the classroom teacher.
• Assist students to access and engage with learning activities, classroom routines, and reasonable adjustments as planned and directed by the classroom teacher.
• Support students with understanding instructions, task expectations, and transitions between activities and learning environments, following established routines and teacher direction.
• Apply adjustments and support strategies that encourage student independence, self‑regulation, and engagement, as specified in the student’s IEP and as directed by the classroom teacher.
• Assist students with neurodiversity, additional learning needs, or behavioural responses to transition between classes and learning spaces, under the direction of the classroom teacher or Leading Teacher.
• Assist in applied learning environments, practical classes, and structured programs, under teacher supervision, to support engagement and positive behaviour.
• Assist the classroom teacher with the preparation and organisation of learning materials, adjustment resources, and basic curriculum support tools, as directed.

Classification note: All classroom support is carried out under the supervision and direction of the classroom teacher, who retains responsibility for educational delivery and student welfare at all times. Independence is limited to clearly defined, routine tasks within well‑established procedures.

Behaviour, Regulation, and Wellbeing Support

Under the direction of the classroom teacher and in accordance with school policy, Inclusion Support Staff members:

• Respond to student behavioural presentations by following the student’s Behaviour Response Plan, the School Wide Positive Behaviour framework, and school policy, as directed by the classroom teacher.
• Apply the co‑regulation, re‑engagement, and consistent support approaches specified in each student’s IEP or BRP, as directed by the classroom teacher, to assist students to settle, maintain engagement, and return to learning.
• Assist with the supervision of students in controlled settings inside and outside the classroom, including during structured breaks, excursions, camps, sporting activities, therapy programs, and life‑skills activities where a teacher retains responsibility for the students and clear direction has been provided.
• Provide basic physical care, wellbeing, and where required medical or personal care support to specific students such as meals, mobility, toileting, and lifting in accordance with documented training and school procedures, and under the direction of the classroom teacher or Leading Teacher, where a specific need has been identified and documented by the school.

Classification note: Behaviour and wellbeing support is carried out by applying documented plans and procedures under teacher direction. Staff are not responsible for independently determining behaviour strategies or making judgments about the function of behaviour. Where situations require a response beyond established procedures, staff refer to the classroom teacher or Leading Teacher immediately.

Communication, Collaboration, and Record‑Keeping

Under the direction of the classroom teacher and Leading Teacher Disability Inclusion, Inclusion Support Staff members:

• Work alongside classroom teachers and broader school staff, carrying out support tasks as directed to assist student learning, wellbeing, and engagement.
• Communicate with classroom teachers on routine matters relating to student progress, adjustments, and daily support requirements, as directed.
• Participate in the daily team debrief session led by the Leading Teacher Disability Inclusion, Learning Specialist, or Assistant Principal, to share relevant observations from the day, receive direction for the day ahead, and support a consistent team approach to student support.
• When requested by the Leading Teacher or classroom teacher, assist with routine communication between the school and parents or carers, following established procedures and maintaining professional boundaries.
• Maintain clear and accurate records of student observations, engagement, and support provided, using established case note or intervention record formats as directed.
• Provide factual, observational feedback and information about student learning, wellbeing, and behaviour to the Leading Teacher Disability Inclusion as directed, including to assist with planning and preparation for Student Support Group (SSG) meetings and Disability Inclusion Profiles. Inclusion Support Staff do not independently contribute to professional assessments at these meetings; information is provided to, and interpreted by, the Leading Teacher or other qualified staff.
• Assist with monitoring tasks relating to individual students and their IEP goals as directed by the Leading Teacher, by recording and reporting observations using established formats.
• Maintain professional boundaries and confidentiality in all communications and record‑keeping, in accordance with school policy.

Classification note: Communication and record‑keeping responsibilities at Range 2 are routine in nature and carried out under direction. The provision of student observations is a reporting task. Analysis, interpretation, and planning decisions remain the responsibility of qualified teaching staff.

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 [e-mail]

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:

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:

This is a 12‑month fixed term position, working Monday to Friday from 8:05 am to 3:35 pm. The employment fraction is negotiable and will be discussed with the successful applicant.

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Established in 1977, Highvale Secondary College is a 7-12 co-educational single school campus located in Glen Waverley within the City of Monash. Our College has approximately 1200 students enrolled, including 50 International Students from several different countries. The College is a registered provider of the International Student program. Our student body is divided into the Junior School Years 7 – 9 and Senior School Years 10‑12. The schools SFOE index is 0.1905 which is classed as low. The school has 110.41 equivalent full‑time staff: 4 Principal class, 83.8 teaching staff and 23.61 education support staff.

In 2019, the school completed a major refurbishment creating modern teaching spaces, including specialist spaces for all learning domains, a purpose‑built Theatre, a well‑resourced Library, Robotics and 3D printing room, Careers Centre and Wellbeing Centre providing a welcoming and safe space. Our Senior Study Centre provides a collaborative study space and is supervised to ensure students maximise this area. Students can access numerous recreational spaces, including our gymnasium and hardcourt surface basketball courts, large oval and outdoor table tennis tables. The College has established gardens and large shaded spaces that provide tranquil areas for students to relax and catch up with friends during recess and lunchtimes.

Highvale Secondary College has a culture which aims to empower students to be active, motivated, and independent learners, working co‑operatively and individually to prepare them for a digital and changing society. Our School Wide Positive Behaviour Support (SWPBS) framework aims to create and maintain a positive and safe learning environment, and student voice is encouraged throughout the entire school. The College values of Respect, Responsibility, Resilience, Integrity, and Excellence are central to our school culture and are embedded in all elements of our school.

Our Learning and Teaching programs are designed to cater for the learning needs of all students through differentiation to ensure that they are challenged. We have a vertically structured curriculum that offers a broad range of subjects as students make choices based on ability and interest. We actively promote academic excellence with an emphasis on acceleration, enrichment, student leadership and promotion of positive self‑esteem. There is opportunity to accelerate into Victorian Certificate of Education (VCE) studies at year 10, as well as Vocational Education and Training (VET) and Victorian Certificate of Education Vocational Major (VCE VM) options.

Our highly recognised Instrumental Music Program enables students to develop skills and expertise, providing a valuable co‑curricular experience. Students can learn and play a variety of instruments, including strings, brass woodwind, percussion, and voice. Our students have the opportunity of performing in several bands and ensembles within our school and throughout the wider community to further connect with our school and perform in front of authentic audiences. The college also offers a range of other opportunities for students including, sporting opportunities, clubs, school camps at Years 7, 11 and 12, and international experiences.

Applications close Sunday 18 October 2026 at 11.59pm