Inclusion Coach ¿ Learning Specialist

About this role

Selection Criteria SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities. SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents. SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning. Role Role Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce. The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service. Learning Specialist - Inclusion Coach The role of the Inclusion Coach, Learning Specialist is an integral component of the Wellbeing and Engagement support team. The Learning Specialist is an advocate and champion for students with disabilities and additional needs. The central function of the role is to ensure teachers have the knowledge, skill and support in providing appropriate adjustments for students within their classes. The Disability Inclusion Learning Specialist works closely with the members of the Instructional Practice Coaching Team, Learning Support team and the year level teams to ensure DI students and those who require access to educational intervention programs are supported. Professional Practice Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning programs. They have a range of responsibilities related to their expertise including observing and providing feedback to other teachers and delivering school-based professional learning. Learning Specialists play a role in the implementation of one or more priorities contained in the school strategic plan and as such have a direct impact on student learning and wellbeing. Responsibilities Responsibilities In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to: • Demonstrating high-level expertise in teaching and learning practice • Modelling exemplary classroom practice including through teaching demonstration lessons • Working with the school leadership team to develop a shared view of highly effective teacher practice • Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery • Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration • Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice • Providing evidence-based feedback to teaching staff to inform their effectiveness and development • Providing expert advice about the context, processes and strategies that will shape individual and school professional learning • Supervising and training one or more student teachers and mentoring and/or coaching teachers • Modelling exemplary use of student data to inform teaching approaches • Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities • Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice • The key roles of the Learning Specialist, Inclusion Coach will include but are not limited to: • • Working with school staff to implement educational adjustments and targeted support for students with identified disabilities or additional needs, by providing advice and guidance on relevant differentiated learning strategies. • Promoting a culture of high expectations and aspirations for the learning of students with a disability or additional needs. • Collaborating with the DI Support Teacher, DI Administrative Staff member, EAW team and Year Level Teams, as well as the Assistant Principal to support Disability Inclusion Profile (DIP) processes, including identification of eligible students and preparation of applications to secure optimal levels of funding and support. • Supporting the development of Individual Education Plans (IEPs) across the school • Supporting either the Student Support Groups (SSGs) or preparation for Disability Inclusion Profile meetings as required. • Lead and support the classroom EA workforce • Supporting the completion of the annual submission of NCCD data by supporting teachers in the collection of data and evidence and co-facilitating moderation meetings to ensure the college meets the requirements for the NCCD. • Participating in professional networks pertaining to communities of practice related to inclusive practice • Being flexible within the role to adapt to changes in the Annual Implementation Plan from year to year. • Other duties as directed by the Principal Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for 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 [email protected] 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 A school tour for prospective candidates will be conducted on Friday 31st July between 9.30am-10.30am; and Tuesday 4 August between 4pm - 5pm. Please book in by emailing [email protected] 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 Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: • The person must have provisional or full registration approved by the Victorian Institute of Teaching; and • if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and • a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools . Location Profile Western Heights College is a government co-educational single campus secondary college located in the heart of the Hamlyn Heights just a short drive from the Geelong city centre, the Geelong Ring Road and nearby rural towns in the Golden Plains Shire. The college is located within state-of-the-art modern buildings which connect learning, to our community and reflects our leading-edge work in curriculum design and delivery for our community. The college¿s purpose is to empower students to strive for success and excellence in their educational journey with a focus on learning growth, high expectations, holistic well-being, creativity and innovation reflected strongly in the schools 3 values courage, responsibility and inclusivity. The college offers flexible indoor and outdoor learning spaces as well as an array of educational opportunities to empower students to strive for success and excellence in their educational learning journey. The college has a strong focus on literacy and numeracy across the college. Global learning and thinking are a priority for the College with the school inclusive of cultural diversity, offering EAL and Chinese mandarin as its language. The college has sister schools based in China. Leadership, interpersonal development and student voice and agency in learning are a focus for the school with its offerings of exceptional dance, music, theatre studies, technology, STEM, outdoor education, and art programs on offer. The college has an exciting camps, international tours and excursions program with opportunities to include local, interstate and international experiences to places like Mount Buller, Kokoda, Central Australia, China, New Zealand, the USA and Europe. The College is also involved regularly in the School for Student Leadership Opportunities for Year 9 students. Western Heights College's renowned Specialist Sports Program (SSP) is unique in the Geelong region, offering pathways across AFL, Basketball, Netball and Soccer, with a High-Performance and Olympic Pathway Program added in 2025. More than 600 student-athletes from Years 7 to 12 train under elite coaches with genuine professional pedigree, supported by strong partnerships with leading sporting clubs and academies. Backed by a state-of-the-art High-Performance Centre and sports science partnership with Deakin University, the program balances elite technical development with academic support and athlete wellbeing ¿ producing state and national champions and championships and alumni who have gone on to professional and representative sporting careers. All students belong to learning communities with developmental personal learning goals and pathways plans, supported by a mentor program. Years 7 and 8 students are supported in their learning communities by a teacher team focused on building key skills, knowledge and understanding. An innovative personalised program for Year 9 and 10 students includes access to VCE, the Head Start Program, School Based Apprenticeships (SBA¿s) and Vocational Education Training (VET) studies. Years 11 and 12 students choose from a wide range of studies, combining academic VCE, vocational and applied learning programs and certificates (VET/VM). Western Heights College has an active and fully engaged College Council, establishing strong links with the local community, including partnerships with the City of Greater Geelong, Vines Road Community Hub, the Geelong Regional Library and many local and elite sports groups and partnerships co-located on site. The school has a capacity of 1200 students and in 2027 predicted enrolments currently sit at 1185.