Disability And Inclusion Coach

Job type: Full time / From 28/01/2025 - 26/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1457078
Location ProfileDoveton College is a unique, diverse and vibrant learning community. It is unlike any other educational setting in Australia. Located in the South Eastern suburbs of Melbourne, Doveton College resides in one of the most disadvantaged metropolitan regions of Australia. It is the first of ten settings to be developed in association with the Colman Foundation and DET.
In 2009, the Colman Foundation approached the Victorian Government with a desire to become directly involved in the education of young people who come from a background of disadvantage, including high migrant and refugee groups. The Colman Foundation provided a financial contribution and continues to provide an annual financial contribution to allow for additional services to be provided which are over and above the normal funding regime for the College. The Foundation has a goal of changing the life opportunities of young people by supporting families and communities access education, health and wrap around services with the school at the centre of the services.
Doveton College is complex in its operation; it seeks to support, foster and develop opportunities for all members of the Doveton Community including children, young people, and adults. The focus is on providing high quality teaching and learning programs across the 0-15 range with additional learning opportunities for parents and the wider community members. It provides a wide range of wrap-around educational and allied health support for Baby College, Maternal and Child Health services, and Adult Learning opportunities. Early Learning has been accredited as a AQECA Centre of Excellence operating a long day setting, with a focus on learning through play in a structured, appealing indoor, outdoor learning environment.
On any week, the College is a vibrant learning hub with 130 children in early learning, 620 students in Foundation to Year 9, 150 involved in play groups, 70 regular volunteers and 150 participants in adult education courses. Each week students from Foundation to Year 9 participate in the Doveton Engagement and Enrichment Program (DEEP) which operates as an extension to the school day and includes sports, performance, technology and artistic programs.
The community expectation is that the College will provide a safe and secure environment where the individual student can learn and develop to their full potential. In the school setting, high quality teaching and learning is non-negotiable. All staff are expected to commit to driving this agenda by their professionalism and dedication to the Doveton College vision. The Doveton College vision is clear and is based on the belief that every child will succeed. There is a commitment to:
the potential of each of our children and young people to learn, to achieve and do their bestempowering all our children and young people to be creative, curious, to explore, and discover - to strive and to excela rigorous and dynamic curriculum to meet the needs and promote the growth of every child and young persona strong learning culture and team approach based on the values of respect and tolerance, high achievement and excellence, engagement, participation and leadershipthe belief that learning occurs in partnership with parents and the support of the communitySelection CriteriaKSC1 Demonstrated understanding and experience of Disability Inclusion policy and reforms
KSC 2 Demonstrated ability to impact teacher performance through coaching, mentoring and professional development
KSC 3 Demonstrated capacity to deliver student and family wellbeing and education services in a school environment
KSC 4 Demonstrated ability to support teachers and families in the management of students experiencing behavioural challenges impacting upon learning outcomes and engagement.
KSC5 Demonstrated ability to collect, analyse, evaluate and document relevant data and observations to inform decision making at individual, cohort and whole school levels
RoleDisability & Inclusion Coach will be a highly skilled classroom and/or allied health practitioner. The role of Disability & Inclusion Coach is to improve the skill, knowledge and performance of the teaching workforce and to improve the curriculum program of a school.
The Disability & Inclusion Coach is responsible for supporting staff to achieve improvements in teaching and learning. This will involve the provision of professional support to colleagues through modelling, collaborating, coaching, and using processes that develop knowledge, practice, and professional engagement in others.
The Disability & Inclusion Coach will be expected to contribute to policy development relating to teaching and learning in the school. A Disability & Inclusion Coach role impacts and influences the achievement of the school goals.
Develop and implement policies and procedures to support the Disability Inclusion reformSupport students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs)Provide advice for staff about differentiated teaching strategies appropriate for individual students with disability and additional needsPrioritise resources and time to identify and consider the needs of students with disability and additional needsEnsure students with disabilities and additional needs have quality IEPs, supporting teachers to meet checklist standards and giving students a voice in setting learning targetsReview and refine school processes for student support groups, goal setting, and IEP evaluationsIdentify students who should have IEPs and consideration of DISupport school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetingsPromote a culture of high expectations and aspirations for the learning of students with disability or additional needsEstablish positive relationships with families and involve them in supporting their young personWork alongside the Wellbeing Team, Leading Teachers, teachers, education support staff, and other relevant stakeholders to develop and implement strategies and support plans effectively and ensure consistency across classroomsUpdate and maintain information on the student management system and inform colleagues of individual student needs, assessments, and recommendations.Refine and implement systems and procedures to capture evidence for Disability and Inclusion Profiles (DIPs)Support teams and individuals to deliver appropriate adjustments for student inclusion and access to learningModel Berry Street Education Model (BSEM) strategies and behaviour managementLiaise with parents and students to develop appropriate IEPs and classroom adjustmentsSupport staff in developing purposeful Ready to Learn Plans (R2LP) for studentsSupport classroom staff in the implementation of behaviour management strategiesAttend student SSG meetings/Care team/DIPS meetingsCollaborate with relevant AP to coordinate and run parent information sessions and eventsProvide coaching mentoring to teams or individuals to support the attendance and active engagement of studentsMaintain confidential case notes, records and statistical information in accordance with professional guidelines, ethical codes, health records, privacy legislation and Doveton College requirements.Support the implementation of the Annual Improvement PlanAny other duties as directed by the Wellbeing Leader & Principal ClassResponsibilitiesRESPONSIBILITIES Support the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities strategies related to Disability InclusionImplement a program of professional learning, including individual and team coaching for teaching and ES staff within the priorities of the school related to Disability InclusionSupport the development of the school's assessment and reporting policies and practices related to Disability InclusionSupport the implementation of the school operations and policies related to Disability InclusionCollaborate with services working in the school to ensure appropriate adjustments are embedded in teaching and learning programs to provide optimal outcomes for studentsAdvocate for and support students with disability and additional needs and work with school staff to implement strategies for supporting the education of these studentsWho May ApplyTeachers 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.
EEO AND OHS CommitmentApplicants 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability.
Child Safe StandardsVictorian 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.
VIT LANTITETo be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

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