Differentiated Learning

Position Summary
The Differentiated Learning Coordinator - Middle/Senior School is responsible for overseeing the provision of learning support, enrichment and extension programs for students in Years 7-12, with a particular focus on those with learning difficulties and/or special needs.
This role also works closely with Primary Learning Support Teachers to ensure the effective delivery of these programs.

Additionally, the Differentiated Learning Coordinator is expected to participate actively in the School's Pastoral Care framework and engage in the co-curricular program, contributing to the holistic development of students.

Position Responsibilities
Key responsibilities may be modified occasionally to ensure the expected outcomes are coordinated with the School's Strategic Plan.
Without limiting the above, the key responsibilities and duties shall include:
Enrolment and Classroom Support Review student enrolment applications as requested by Heads of School, assessing any identified special needs and/or learning difficulties.
This process may involve gathering additional data and consulting with relevant professionals or previous schools.
Deliver both in-class and withdrawal support for students with learning difficulties and special needs, focusing on small-group intervention programs, on a timetabled basis.
Collaborate with the Heads of Faculty and Heads of School to ensure cohesive support strategies.
Teach Enrichment, Extension and Education Support classes as required.
Partner with teaching staff to enhance differentiation within the classroom.
Contribute to the development of additional extension programs in collaboration with the Heads of Faculty and Heads of School.
Communication Notify class teachers of students identified with special needs in their class at the commencement of each course of study.
Maintain accurate up-to-date lists of students requiring special consideration and distribute these to all teaching staff at the start of each term.
Keep parents informed about the special consideration provided for their child.
Communicate regularly with teachers regarding literacy and educational support needs.
Collaboration Plan and oversee the support work of teaching assistants with specific students, including coordinating timetables in collaboration with Heads of School.
Ensure the efficient allocation of teaching assistants' time to support students as directed by Heads of School.
Professional Learning Facilitator Lead and participate in teaching staff and Heads of Faculty meetings focused on professional learning related to Differentiated Learning Strategies, special needs, literacy support and ESL students.
Special Needs and Individual Education Programs Assess students, learning environments, and educational material/resources to aid in the development of Individual Education Programs (IEPs) for identified students, and Individualised Learning Plans (ILPs) for students requiring support.
Collaboratively plan, teach and monitor support plans for identified students, working closely with Pastoral Care and class teachers.
Analyse data, learning outcomes and current research to continuously refine the differentiated learning program.
Oversee and manage key aspects of support plans, student verification, NCCD and profiling for students with additional learning needs.
Oversee the submission and implementation of AARA applications to the QCAA for senior students.
Manage the referral process for identifying students who require additional support.
Oversee the annual review of educational requirements for students with additional needs.
Coordinate with Heads of School to manage files and records of all students with special needs.
Ensure relevant staff participate in all referral meetings.
Book all meetings through the Executive Assistant - Heads of School.
Education / Experience / Professional Qualifications Essential
Teacher Registration with the QLD College of Teachers

A record of success in leadership, management, or senior position within a Middle School or Secondary School.
Desirable Current First Aid, CPR, Asthma, and Anaphylaxis certificates.
Postgraduate study in Educational Support or similar.
Characteristics, Qualities and Skills Proven record as an outstanding educator.
Proven ability to develop and maintain effective relationships with students, staff and parents from diverse backgrounds.
Proven ability to enthuse, inspire and guide students and staff.
The proven ability to work as an effective and constructive team member, with a willingness to participate fully in School activities.
Ability to work collaboratively with colleagues in the pursuit of team goals.
Excellent interpersonal skills, including listening, communication, and consulting skills, that build and maintain positive and productive working relationships.
Superior organisational ability with demonstrated self-motivation and initiative in goal-setting, prioritising work and managing multiple tasks.
Well-developed problem-solving skills and proven experience in creating solutions.
Ability to translate strategic plans and thinking into operational plans and priorities.
Previous success in people management, coaching and/or supervision would be an advantage.
Thorough understanding of contemporary student welfare and well-being practices.
Outstanding verbal and written communication skills.
Demonstrated personal resilience, including the ability to work in a demanding role, often outside of normal hours.
A high degree of professional judgement and confidentiality.
Ability to develop, promote and implement new and creative initiatives.
A genuine interest and willingness to engage in professional development and learning opportunities and to identify suitable opportunities for others.
Flexible, approachable and consistent in manner.
A high level of energy and vitality.
Emotional maturity, intelligence, and resilience to work amicably and collaboratively with a broad range of stakeholders.
Knowledge of budgetary and financial management processes would be an advantage.
Key Challenges Balancing the diverse and often conflicting needs of students with varying learning difficulties, special needs, and giftedness, while ensuring that each student receives personalised and effective support.
Effectively managing resources, including teaching assistants and support staff, while maintaining high-quality support across different year levels.
Navigating the complexities of communication and collaboration with a wide range of stakeholders, including parents, teachers, pastoral care teams, and external professionals, ensuring that everyone is working toward the same goal in an informed manner.
Keeping up with the latest educational research and data to continuously refine the differentiated learning program, all while managing the administrative responsibilities associated with managing individual education programs, student profiling, and compliance with educational standards.
Physical Capabilities The capability to manage the demands of a busy school environment, which may include occasional lifting or moving of teaching materials or equipment.
Ability to move between classrooms and different areas of the School, with endurance for extended periods of sitting and standing during meetings, assessments, and teaching sessions.
Workplace Health and Safety Take full responsibility for compliance with the School's Workplace Health and Safety policy, safe work procedures, instructions and rules, particularly in the correct use of equipment.
Identify any unsafe behaviour, or unsafe or unhealthy conditions, and report these to the Principal.
Adopt risk management strategies to minimise risk of injury to people and property in the workplace.
Be responsible for own health and safety and for the health and safety of others in the workplace who may be affected by your acts or omissions at work.
Cooperate with the Principal or other person so far as is necessary to enable compliance with any requirements under the Work Health and Safety Act 2011 and the regulations that are imposed in the interests of health, safety and welfare on the Diocese or any other person.
Child Protection Statement of Commitment
Anglican Schools and Education & Care Services are committed to providing environments where children and young people receive the highest standard of care, where their rights are supported, and they have opportunity to thrive and be fruitful.
Such environments nurture and safeguard the intelligence, dignity, safety and wellbeing of each child or young person, by placing them at the centre of thought, values and actions.

As reflected in our Ethos, our vocation is education, driven by a vision of humanity, shaped by the image of God made visible in Jesus, present in every human being.

General Terms of Appointment Be supportive of the Anglican ethos of the School.
Support the Strategic Plan and the School Improvement Plan.
Demonstrate loyalty, confidentiality and support for the Principal and the School at all times.
Maintain professional presentation and communication.
Take full responsibility for compliance with the Staff Conduct - Guidelines and Expectations Policy.
Take full responsibility for compliance with all school policies and procedures.
Uphold the School values of Faith Performance Honour.
Immediate Supervisor: Head of Middle School
Key Relationships: Effective working relationships with the Principal and the Executive Team, internal and external liaison with all staff, students, parents and various other stakeholders such as external providers.

The role statement is a guide only and is not intended to be an exhaustive list of duties attached to this position.
They may also vary over time to reflect the changing needs of the School.
Employees may be required, from time to time, to undertake duties that are outside their usual role or area of specialty, but within their skills, competency, and capability.

Role Statements are reviewed annually, in line with the requirements and changing environment of the School.

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