Student Inclusion Support / Exam Administrator

Department of Education Victoria; Melbourne; On-site; AUD 65,000 - 75,000; Full time

Job summary

The Department of Education Victoria is seeking an Student Inclusion Support / Exam Administrator at Taylors Lakes. The role focuses on supporting the Inclusion and Education Services team, managing program records and coordinating daily administrative tasks within the Inclusion Program.

You will work closely with teachers, parents, and students to ensure seamless delivery of support services, maintain required documentation, and support professional learning for Inclusion ES staff.

Qualifications

• Experience coordinating disability and inclusion duties.
• Strong written and verbal communication skills.
• Ability to work with students, parents and staff with sensitivity.

Responsibilities

• Provide administrative support to the Inclusion Leader and manage recordkeeping for the Inclusion Program.
• Update and manage the ES timetable and daily changes.
• Assist with new student inductions and planning of supports.

Skills

Administrative support

Communication

Interpersonal skills

Teamwork

Attention to detail

Tools

COMPASS

Job description

Student Inclusion Support / Exam Administrator

Department of Education Victoria – Taylors Lakes VIC

1d ago , from Department of Education & Training Victoria

Taylors Lakes Secondary College commenced classes in 1992. The 2027 enrolment is expected to be at approximately 1300 students across years 7-12. The College is single campus and is situated on approximately 8 hectares, adjacent to Taylors Lakes Primary School and the Taylors Lakes Recreation Club. The school is located approximately 22 km north-west of Melbourne G.P.O. The College is part of a multi-cultural community. There is a small percentage of students born overseas, however many parents of students were born in countries where English is not the main language.

During 2025, we completed our School Review. Our Strategic Plan for the period 2026 -2029 has been developed, and the major strategic directions continue to focus on student achievement, student engagement and connectedness and student health and wellbeing. Curriculum and assessment development, together with effective instruction and feedback is a crucial element to further drive improvement and the College has begun implementing a whole school model to support these strategies including a major focus on differentiation and student voice and agency and a culture embedded with academic rigour and growth, effort and high expectations. Our TLSC Learner Model highlights our commitment to developing life-long learners, incorporating the e5 Model, wellbeing and also the essential skills of character, communication, citizenship, collaboration, creativity and critical thinking. We value learning and growth for all students and staff.

In 2024 we commenced a greater focus on three pillars of Reading and English, Numeracy and Maths and VCE Improvement. With a focus on precision the leadership team is supporting all staff to improve their classroom instruction in these three areas. This has led to significant growth in student outcomes in all three areas. The College has a number of curriculum-based programs to support students and enhance engagement in their learning. The College¿s Learning Enhancement and Advancement Program (LEAP) is now operating in its tenth year. There is a strong instrumental music and dance program that utilises the Performing Arts facility as well a strong Football Academy incorporating both AFL and Soccer.

We continue to place continued emphasis on student connectedness to school, particularly looking at attendance, development of student management procedures and the provision of a broad range of student wellbeing and pathways options for students. Digital (BYOD) learning is embedded across the college using netbook computers, accompanied by an expectation of teachers that they will use ICT to enhance teaching and student learning. Our leadership profile is designed to support the accountability framework associated with the Strategic Plan. Accountabilities of Leading Teachers and Learning Specialists within their roles align closely to key improvement foci within the Strategic Plan and Annual Improvement Plans.

The College is committed to a common documented curriculum, based on teachers planning and evaluating together. There is a history of curriculum innovation and a strong culture of promoting and expecting professional learning to enhance student-learning outcomes. Professional Learning Teams support the building of staff capacity. Teacher coaches work alongside other teachers.

Our assessment and reporting policy is consistent across all learning areas. A continuous reporting model is utilised whereby parents receive progress reports every 6 weeks across the semester as well as an end of semester report. In addition to assessing students against the Victorian Curriculum standards, graded assessment tasks are set in all subjects. A Learning Support Program has targeted students experiencing literacy and numeracy deficits. This operates at both an individual and group level, depending on the work to be done. There is a strongly supported Inclusive Program for students with disabilities and access to psychologists, social workers from the department and allied health staff from other agencies.

The co-curricular program is strong across the College with many camps (subject and level based) operating at different levels. Interschool sport is both diverse and comprehensive. An extensive student leadership program operates at all levels along with a school production and a large lunchtime activities program. Applied learning programs have commenced and will be a continued focus over the next few years. Afterschool homework clubs (VCE and Junior) attract high participation.The College has exchange programs with sister schools in Japan and Italy which sees wide school community involvement.

Teachers are central to the provision of a high-quality education. Good quality teaching programs are supported by the provision of quality education support staff. The school recognises it has a responsibility to induct, support, motivate and resource staff at a high level. It maintains a very strong commitment to the professional development of all staff, as evidenced by the financial commitment within the budget as well as support and encouragement given to staff to undertake professional learning. Staff who teach at Taylors Lakes Secondary College are required to participate in the performance development process as set by the department. This involves a commitment to further develop teaching strategies with a view to continued improvement in student learning outcomes. All staff are expected to be computer literate and to enhance learning technology in their teaching or other duties. Teachers are expected to support the BYOD learning program in their teaching, use their notebook within their classrooms both onsite and online and commitment to ongoing professional learning. All staff will be expected to use the school nominated fully integrated electronic communication and management package (Compass).

The College has been in a position over the last 10 years to complete a range of building projects, including upgrades to the administration area, staff facilities, and computer service centre. Our Performing Arts area has been expanded with additional instrumental music teaching and facilities as well as a major upgrade to our food technology and library areas. Our school grounds continue to be developed with landscaping, student seating and shade areas as well as an upgrade to all student toilets and change rooms. In 2023, the college had an upgrade to its sporting facilities, including the gymnasium, hardcourts, futsal courts, oval and surrounding areas.

Selection Criteria

• SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, of the Disability and Inclusion Reforms, including coordinating and supporting others in respect to specific work functions relevant to the role.
• SC2 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills including the capacity to prioritise workflows.
• SC3 Possess the technical knowledge and expertise relevant to the position.
• SC4 Demonstrated commitment to professional learning and growth for both self and others.

Role

• Assist with the rollout of DI (Disability and Inclusion) Reforms Provide administrative support to the Inclusion Leader with recordkeeping associated with students in the Inclusion Program
• Manage and update the ES timetable and make any changes on a daily basis as required
• Support the Inclusion Leader in regard to any new student induction
• Assist teaching staff with the creation and adaptation of students learning programs including modification, goal setting and intervention strategies
• Edit, proofread and roll out IEPs (Individual Education Plans) to relevant families
• Manage and assist with administration duties associated with students in the Inclusion Program
• Liaise with parents/carers via telephone, email and in person
• Schedule appointments and book all meetings/rooms
• Attend SSG (Student Support Group) meetings and prepare minutes
• Record student information from SSG into the relevant DI proforma
• Ensure that all students in the Inclusion Program have current individual information updated to Compass to support their learning needs
• In conjunction with the Inclusion Leader, liaise with CRTs to ensure they are aware of the students needs in their classrooms
• In conjunction with the Inclusion Leader, support professional learning as required for Inclusion ES staff to better support students educational and social needs
• In conjunction with Inclusion leader and other leaders of the college, maintain and update disability inclusion profiles
• In conjunction with Inclusion Leader, plan and organise student free days for Inclusion ES staff
• Conduct Inclusion team meetings in absence of Inclusion leader
• Take team meeting minutes
• Track and prioritise the use of students posts on Compass
• Manage, prioritise and assign excursions to Inclusion ES team
• Demonstrated capacity to work and collaborate with others in a team environment
• Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area
• A commitment to professional learning and growth for both self and others within Disability and Inclusion
• Ability to use (or be trained to use) the computerized attendance monitoring software, COMPASS
• Excellent interpersonal and client service skills
• Excellent communication skills, including an ability to communicate with staff, students, and parents
• Ability to work in a collaborative process both confidentially and independently
• Computer proficiency including word processing and use of spread sheets
• Discretion, tact, good judgment ability, adaptability, and versatility
• Excellent organisational and management skills
• Demonstrated awareness of OHS requirements related to the position
• A current working with children card is required on entry into the position
• Other administration duties as required.

Responsibilities

• Ensure the provision of a range of administrative support functions for the Principal and teaching staff.
• Provide administrative support to external service providers as required.
• Manage the processing of student admissions, registrations, enrolments and transfers.
• Provide required level of administrative support for school events, functions and projects.
• Implement induction programs for new staff, volunteers and other workers to the school.

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) via*******@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

PEOPLE PRINCIPLES

We support the following people principles which provide a basis for working productively within the College. The principles apply to all of our people and everything that we do.

They require that we:

• Deliver quality results
• Work collaboratively
• Behave ethically
• Respect and value others
• Develop self and others

ADDITIONAL INFORMATION

Should it be necessary to make any enquiries regarding this position, please contact Jackie Scodella on 9390 3130or***************@education.vic.gov.au

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 https://www2.education.vic.gov.au/pal