Inclusion Outreach Coach

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 28/01/2025 - 27/01/2028

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1455616

Location Profile Hume Valley School is a special school with a current enrolment of 372 students from 5 to 18 years of age. The school population represents a broad range of socio-economic and multicultural backgrounds.

The main school campus in Koroit Avenue accommodates students from Prep to Year 2 and Year 7 to Year 10. Our newly established Narrun Campus, co-located with Dallas Brooks Community Primary School, accommodates our students from Year 3 to Year 6, inclusive, and our Tanderrum Way campus, co-located within Hume Central Senior Secondary College, caters for our Years 11 and 12 students.

School facilities include: a large gymnasium, stage and performing arts centre fully productive school and kitchen gardens in which students work and learn horticultural and environmental sustainability skills a well-equipped food technology centre a school cafe a visual arts room and project room traffic safety education course and teaching facilities eLearning Centre First Aid and change room facilities Fully accessible and inclusive learning spaces Our Vision is to create an inclusive, safe, respectful and engaged learning community where all students are motivated and enabled to maximise their social, personal, educational and post school potential.

Values The school values, Respect, Responsibility and Resilience are embedded in all school policies and practices. At the centre of the school's values are the expectations that all students be ready for learning, respect themselves and others, act safely and care for their school.

Teaching and Learning The school community is committed to creating a vibrant educational environment where students and their learning are highly valued.

The Prep to Year 9 curriculum is based on the Victorian Curriculum, Year 10 students participate in a Pathways pre-vocational course, while Year 11 and 12 students undertake Foundation Level VPC, a range of VET in Schools subjects and School Based Apprenticeships.

The school offers individual educational planning for each student. The comprehensive curriculum is designed to enable inclusive and flexible approaches to learning to accommodate the various learning styles and special needs of all students.

Personal Learning Support Plan Goals are set at the Student Support Group meetings held at the beginning of the year and reviewed throughout the year. The individually planned programs are based on the student's abilities, strengths and interests with particular emphasis on English, Mathematics, Science, Humanities, Personal and Social Capabilities.

Specialist programs are provided in the areas of Visual Arts, Performing Arts, Instrumental Music, Physical Education and Inter School Sport, Traffic Safety Education, Outdoor Education, Food Technology, Gardening and environmental sustainability (Prep to Year 9) and Horticulture (Years 10 to 12), Media & Design, Independent Living Skills, Health & Safety, Careers Education and Vocational Training.

All programs focus on the development of literacy and numeracy skills, behaviour and social skills, creative and recreation skills and for older students, independence and work/industry skills. Enrichment programs include travel training, a community access (excursion) program and the highly engaging community connections and mentoring programs.

School Community The Hume Valley School Community, parents, staff and students, work cooperatively to ensure a safe, professional approach to providing a quality education.

Parent and community group programs and activities are facilitated within the school to provide support for families in coping with the challenges of nurturing children with disabilities. These programs include regular parent group meetings, events and information sessions.

A well-resourced therapy team and a student wellbeing team provide support to students and their families across the school and coordinate the consistent application of School Wide Positive Behaviour Support and Trauma Informed policies and practices.

The school has an excellent history of achievement in meeting the needs of the students. It provides a supportive learning environment in which the students feel secure, and develop self-esteem by experiencing success.

Selection Criteria Demonstrated high level experience in inclusive education practice (teaching and learning), building school staff capability and developing processes for observation and feedback of teacher practice and peer collaboration. Demonstrated experience planning, implementing and evaluating evidence-based intervention strategies for students with disabilities and providing feedback to teaching staff to inform their effectiveness and development. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to teaching students with disability and diverse learning needs in a range of school settings. Demonstrated ability to provide explicit advice to teaching staff to assess and monitor student achievement and learning progress in line with the Victorian curriculum, and support teaching staff with effective strategies to engage with parents and families, including reporting on student progress. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people. Ability to provide leadership, professional learning and coaching that informs and influences the work of others involved in the engagement and wellbeing of children and young people. Responsibilities Demonstrating high-level expertise in teaching and learning practice and modelling exemplary practice and values in inclusive education, to support the development of an inclusive school culture. Delivering high quality, explicit technical advice and coaching support on best-practice for educators to effectively engage students in inclusive classrooms, so that they reach full participation. Supporting the school-based leadership team to use whole-school data and establish processes and/or systems to help identify how to make and embed school-wide adjustments to develop a high performing, inclusive school culture that is conducive to delivering inclusive practices. Playing a key role in implementing professional learning, including through coaching, and supporting schools to design, implement and monitor interventions delivered through a multi-tiered system of supports framework. Modelling effective inclusive education whole school and classroom practices and supporting teachers to seek, analyse and act on feedback on their practice. Providing leadership and professional learning to others, such as school leaders and teachers to help ensure quality inclusive practices are provided by schools to improve students' learning and developmental outcomes. Maintaining professional competence and attend ongoing professional learning, including attending professional development coaching activities throughout the year. Maintaining active involvement in Inclusion Outreach Coaching Communities of Practice for educator and coaching workforces. Collecting and analysing implementation and evaluation data of the Inclusion Outreach Coaching initiative and liaising with the Regional Inclusion Outreach Coordinator to respond to identified needs. Additional Area Responsibilities Operating in collaboration with the Department's Area teams, this role will also have the following Area responsibilities: Using rigorous problem-solving procedures to identify and respond to school and school-based staff need; and coaching others to do so. Delivering both inclusion in-reach and outreach models of support to ensure the adoption and effective implementation of inclusive practices across a range of school settings. Collecting, analysing and using data effectively to monitor and report the measurable impact of the inclusion in/outreach practices being implemented in collaboration with the Regional Inclusion Outreach Coordinator. Partnering and collaborating with other coaches and workforces within the Health, Wellbeing and Inclusion and School Improvement teams in a multidisciplinary approach. Maintaining connectedness and capability support within the hiring specialist school (equivalent to one day per week) through: dedicated time to work with specialist school learning specialists and leadership teams coaching educators in specialist school classrooms attending specialist school meetings where appropriate ensuring evidence-based inclusive education practices are embedded within the hiring specialist school. Who May Apply [Enter Free Text Description here]

EEO AND OHS Commitment 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.

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 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.

To 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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