Inclusion Outreach Coach (Learning Specialist Range 3)

Job posted: 26/04/2024
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 03/06/2024 - 03/06/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1412886
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. Context The Disability Inclusion reform agenda announced in the 2020/21 State Budget will invest more than $1.5 billion into the Victorian Education system over four years. This investment will support the Department of Education (the Department) to further improve outcomes for schools and students with disability and diverse learning needs. A key initiative under the reform is the Inclusion Outreach Coaching initiative, which supports schools to implement inclusive practices, guided by Inclusion Outreach Coaches (Learning Specialists).
Classification Teacher Class (Learning Specialist) - Range 3 The successful applicant will be a highly skilled classroom practitioner who continues to spend the majority of their time in schools and classrooms 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 Specialist class employees 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, and mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
For more information on the responsibilities of a Learning Specialist Range 3 employee, please visit:
Inclusion Outreach Coaches are based in specialist schools and partner with mainstream schools for defined periods, to provide coaching support to school leadership and staff aimed at strengthening inclusive practices. Coaches partner with the schools to increase their capability to implement preventative, evidence-based strategies that benefit all students. Together, the coach and school use data to identify a goal to work towards and plan and monitor for improvement and sustainability. Coaches collaborate with Departmental regional team members in a team-based response to the identified need. There is an emphasis on Tier 1 preventative, system change practices. Coaches do not work directly with students or provide individual student support. Coaches will undertake training to support schools in data-based decision making and using a Multi-tiered System of Supports. Coaches use a hybrid delivery model, so travel will be required.
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 Required Applicants must:
Currently hold registration or be 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. A graduate or postgraduate qualification in special/inclusive education and/or disability. Experience in, or understanding across various school settings. Demonstrated experience in inclusive education. Demonstrated experience working with students with disabilities and diverse learning needs. Other Relevant Information A current driver's licence is mandatory, and a capacity to access private transport with approved comprehensive insurance cover. Successful applicants are subject to a satisfactory criminal record check prior to employment. New DE employees are required to meet the cost of the criminal record check. Please ensure that your application includes :
A section that addresses the key selection criteria. A resume including relevant experience as well as personal details (name, email and telephone numbers.) Names and contact details (telephone and email if possible) of two referees who are able to attest to the claims made in your application. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
EEO AND OHS Commitment 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 (see Workplace adjustment guidelines ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: ******
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 DE's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE'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 DE values is available at:
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 VIT LANTITE 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.
Location Profile Clyde Creek Primary School is a brand-new multi-campus school located in the City of Casey. Having opened last year as part of the Victorian Government commitment to deliver 100 new schools between 2019 - 2026. We currently have 600 students across both our Primary Campus and Specialist Campus. We have classes across Year Prep - Year 6.
Our beautiful school facilities support our commitment to our school mission, vision and values.
Clyde Creek Primary School's mission is to provide a high-quality education in a safe, connected and inclusive environment that nurtures individual abilities and life-long learners.
Clyde Creek Primary School's vision is to:
Foster a respectful, inclusive community.  Develop high expectations for learning growth.  Create the conditions for students to succeed.  Support responsible, engaged and empowered learners. Promote positive partnerships between home, school and the wider community.  Clyde Creek Primary School's values are: CARE, COLLABORATION, PERSISTENCE and SUCCESS. 
CARE:  · We model and demonstrate care for ourselves, each other, our learning, our environment and our community. 
· We are polite, friendly, empathetic/respectful, inclusive and show genuine kindness.
· We are a community of students, staff and families supporting the hopes and educational aspirations of all. 
COLLABORATION: · We work in partnership with other students, staff, parents, and carers to listen, learn and evolve together.
· We value teamwork to help each other to grow and achieve.
· We communicate, build trust, support and inspire each other.
PERSISTENCE: · We are motivated to learn and succeed. 
· We persist and use our growth mindset, giving our best efforts in all of our learning. 
· We practice, self-reflect, problem-solve, and build resilience.
· We persist with challenges and build resilience. 
SUCCESS:  · We recognise we are all members of the school community who are encouraged to be confident, positive, persistent and resilient. 
· We continually work to achieve our personal best as we embrace new learning.
· We are drivers of our own learning and take pride in ourselves and school.
· We encourage each other's success and always strive for our personal best.
· We are ambitious learners and work hard towards our goals.
See our school values, classes and grounds in action in this short video:
Full time / From 03/06/2024 - 03/06/2027
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