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Yarra Hills Secondary College is a multi-campus college of approximately 900 students across two campuses in the Mooroolbark / Kilsyth and Mount Evelyn districts of outer eastern Melbourne and is part of the North East Victoria Region of DET.
Yarra Hills’ Mooroolbark Campus houses both junior (7-10) and senior (11 & 12) educational precincts on a single site, while the Mt Evelyn campus is years 7-10 only.
All Year 7-10 students progress to the Mooroolbark site for their senior studies.
Having increased year 7 enrolments since 2016, as well as strong community interest, we anticipate continued growth over coming years.
Our programs build strong foundations which provide a solid basis for future success by emphasising literacy, numeracy and the embedding of information and communication technologies across all subjects within the curriculum.
A solid core curriculum is supported by an extensive elective program that recognises the different needs and talents of students and supports individual learning and career pathways.
All year 10 students have access to participation in an extension program into VCE studies, assisting in maximising tertiary entrance scores.
A broad and engaging curriculum has led to a high proportion of our students achieving successful academic pathways to university or TAFE through VCE or alternately into vocational pathways through VET and VCAL school-based apprenticeships.
The college co-curricular program also includes outstanding sport, camps, performing arts, visual arts and outdoor education programs, as well as a very highly regarded instrumental music program.
SC1 Demonstrated experience and skills in leading the Support and Inclusion Program area, including a high level organisational and communication skills as necessary for liaising with integration staff, teaching staff, parents / carers and external agencies.
SC2 Demonstrated capacity to lead and supervise the work of support staff and to develop procedures and guidelines relating to the work area, including overseeing the PDP process for the staff you lead.
SC3 Possess the technical knowledge and expertise relevant to the position and in particular having a knowledge of Compass, Cases 21 and PSDMS.
SC4 Demonstrated capacity to liaise and report to management in respect to the work area.
SC5 Demonstrated commitment to professional learning and growth for both self and others.
The Support and Inclusion Leader is responsible for the running of the College Support and Inclusion Program, provision of plans and support for students, liaison with parents and external agencies, support of staff with developing adjusted curriculum, and monitoring / accessing funding in line with the College Strategic Plan, Annual Implementation Plan and DET.
requirements. This includes leading and managing the Support and Inclusion Team, as well as providing and facilitating support and professional development to all staff in order to improve student outcomes across the college.
Securing funding for eligible students through the Programs for Students with Disabilities (PSD) :
Identification of students who meet the criteria for funding;
Liaising with Guidance Officers, Occupational Therapists, parents and Speech Pathologists to arrange for the assessments and to document a case;
Attend Network meetings to gather pertinent information in administration of the school’s program;
Assist and support parents through the application process and assessment period;
Assist parents where funding is not available to understand the special needs of their children;
Liaise with Assessments Australia for the funding arrangements for students in the categories of Intellectual Disability and Severe Language Disorder with Critical Educational Needs.
Organise the Funding Application Meeting which includes filling out the Educational Needs Questionnaire with a Department Nominee
Manage resources of the Integration and Support Program :
Integration and Support Budget;
Implement procedures for the effective induction of new staff;
Implement procedures for identification and delivery of ES and teaching staff professional development needs;
Informing and supporting integration aides to work with the student and relevant teachers;
Identification of equipment and alterations to existing facilities. Referring these matters to the appropriate administrator for submissions to be made and advising on the student’s specific needs
Manage any additional resources provided by the Federal or State governments for students with disabilities
Liaise closely with the Principal Class Officer in charge of the Wellbeing Strategic Planning Team and the College Business Manager.
Procedures and Programs for Students with Learning Difficulties who are not funded and need modified programs :
Screening assessments and review of transition documentation, updating Compass to include Pastoral notes and Student Profiles, and arranging case conferences for students and their families;
Informing Head of School, Year Level Coordinator, Staff (teaching and admin) and Key Learning Area Leaders of this information;
Provide pertinent information and advice to the Head of Senior School, who is responsible for submitting the applications for Special Provisions for VCE, and support the families throughout this process.
Advise the Junior Transition team of the students who will require Individual Education Plans, and then assist teachers to write and implement these plans
Discuss with parents, in conjunction with Pathways and Heads of School / Coordinators, the short and long term implications for student outcomes and future pathway choices when Individual Education Plans are required.
Discussions with families regarding post-secondary settings and make appropriate transition plans to prepare the student for the next stage of their learning.
Program Implementation for the Students in the Support and Inclusion Program :
Liaise with and / or attend meetings of Wellbeing Strategic Planning Team, Teaching and Learning Team, Senior Transition team, Junior Transition team
Collaborative decision making with the Student Services staff (Student Wellbeing, Pathways and Heads of School) and visiting personnel regarding students’ programs;
Arranging appropriate induction process for students new to the program and / or school, especially for transition at year 6 to 7.
Arrange and chair regular Student Support Group meetings to establish goals and to problem solve issues for students and their families;
Facilitate communication links between teachers, parents, students and integration aides;
Inclusion of Heads of School, Pathways, Wellbeing, Coordinators and where appropriate the relevant teaching and / or support staff in Program Support Group Meetings.
Transition to Post Secondary Settings :
Facilitate the development of life skills and competencies for entering tertiary courses for students with special needs;
Refer students to pathway advice both within the College and in the community;
Support families and students through the decision making process;
Work with the Department of Human Services in the transition of students who meet the criteria for funding for Intellectual Disability.
Special Programs for Students :
Manage the arrangements and referrals to the Speech Pathology, Occupational Therapy and Visiting Teacher programs;
Provide alternative options for students unable to study Languages.
Work with the Heads of School, Pathways, Wellbeing, Key Learning Area Leaders, Year Level Coordinators, parents and students to create programs that cater for the individual needs of students
Support teachers in the development of Individual Education Plans (IEP) and adjusted curriculum documentation.
Engage with the Teaching and Learning Team to encourage and foster the development of differentiated curriculum.
Advocacy and Professional Development :
Advocate for students when they breach the Student Code of Conduct to assist them to fully understand the issue, and to communicate and clarify the consequence / s.
Advocate for students and their families to ensure access to educational opportunities.
Advocate for students during course selection and support families during this process, as required.
Encourage Year Level Coordinators, teachers and Education Support Staff to build their capacity to work with students through professional development programs that address disability and its implications for learning and behaviour management.
Encourage parents to attend support groups, information sessions and seminars both at the College and in the community relevant to the needs of their child.
Who May Apply
Individuals with the aptitude, experience and / or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces.
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.
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 DET’s Values : Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.
DET’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 DET values is available at
Attendance is required during the school term.
As the school is multi-campus, you will be required to work across both campuses.