2027 Learning Specialist - Disability Inclusion Coach - join a large and diverse team

Department of Education Victoria; Melbourne; In loco; AUD 90.000 - 120.000; Tempo pieno

Descrizione del lavoro

Brinbeal Secondary College in Melbourne's western growth corridor is seeking a Disability Inclusion Coach to ensure students with additional needs are engaged and achieving their learning goals. You will work with the leadership, wellbeing staff and allied health teams to implement inclusive practices.

This role involves developing staff capacity, modelling high‑level teaching, and providing targeted coaching to teachers for Tier 2 and 3 supports.

Competenze

• Demonstrated expert knowledge of the relevant curriculum.
• Demonstrated ability to model high‑impact teaching strategies.
• Demonstrated ability to use data to inform teaching decisions.
• Strong interpersonal and collaborative communication skills.

Mansioni

• Lead Disability Inclusion initiatives and support students with additional needs.
• Coach teachers to implement adjustments and Tier 2/3 strategies.
• Support development of Individual Education Plans (IEPs) and BSPs.
• Collaborate with leadership, wellbeing and allied health teams to ensure effective transitions and inclusion.

Conoscenze

Curriculum knowledge

High‑impact teaching

Data-informed practice

Interpersonal communication

Formazione

VIT registration

Descrizione del lavoro

2027 Learning Specialist - Disability Inclusion Coach - join a large and diverse team

Department of Education Victoria – Melbourne VIC

11h ago , from Department of Education & Training Victoria

Are you looking for a school with an amazing staff and student culture, inviting & fantastic new facilitates, and aspirational students? Well, we have the school for you!

Our college is expanding, and we are excited to grow our team with a range of positions and opportunities available.

As a college that has recently opened, you will be part of the exciting journey of contributing to a new school culture and the creation of inclusive and engaging teaching in brand new state of the art facilities.

We are seeking dedicated educators who are committed to empowering colleagues and students, playing a pivotal role in our college community.

We encourage applications from educators with all levels of experience, from graduates through to highly accomplished teachers.

About our School:

Brinbeal Secondary College is one of the newest 7 - 12 Secondary College in Melbourne's west. The school opened its doors to its first cohort of Year 7 students in 2024 to a purpose built, state of the art educational facility.

At present, the school has approx. 800 Year 7 to 9 students and will add an additional year 7 cohort each year until 2029 when it will become a 7 - 12 school.

There continues to be great excitement in the community about our new school, with our student enrolments expected to increase to about 1200 in 2027 across Years 7 to 10.

Our data shows we are achieving at or above network, similar schools and state for the majority of metrics in Student, Parent & Staff Opinion Surveys, Naplan and attendance our students love coming to school.

The school is situated in Melbourne's booming western growth corridor approximately 23 kilometres from Melbourne CBD and services the rapidly growing and aspirational communities of the highly sought after Grove and Grand Central Estates in Tarneit.

Find out more via our website: Brinbeal Secondary College, Tarneit (brinbealsc.vic.edu.au)

Our Facilities:

Stage 1 state of the art educational facilities are now complete and includes:

• Administration and Resource Centre - featuring modern design and multiple learning spaces for a variety of teaching styles.

• Exceptional two storey Science and Technology building - with 6 dedicated science labs, materials and digital technology spaces

• Large Learning Neighbourhood - featuring 14 general classrooms, multiple presentation and seminar spaces and an array of quiet and small group collaborative areas.

• Performing Arts building - featuring specialised drama, music and media spaces as well as four Food Technology rooms

• Large Community Hub - features 3 indoor basketball courts and multi-purpose exercise rooms

• Outside - we have extensive outdoor basketball courts as well as manicured landscaping that allows for multipurpose outdoor learning experiences.

Stage 2 construction is in progress and is due for completion by the start of the 2027 school year. Stage 2 includes:

• An additional 2 Learning Neighbourhoods

• A Double Storey Visual Arts building

• Various outdoor learning and play spaces

Our Values:

Brinbeal Secondary College's values are:

Respect - Have honour or regard for the worth of oneself, others and the school environment.

Acceptance -Value all members of the community as they present themselves and wish to be seen.

Aspiration & Achievement - Set ambitious goals and strive to achieve them.

Disability Inclusion Team:

Brinbeal Secondary College has invested significantly in ensuring we support students with disabilities via a comprehensive team which is led by the Teaching & Learning Assistant Principal and includes:

Assistant Principal - Teaching & Learning

Assistant Principal - Disability Inclusion

2 Disability Inclusion Coaches - Learning Specialists

Allied Health Team - Psychologist, Speech Therapist, 2 Occupational Therapists, Allied Health Assistant, MHP, Youth Counsellors & Social Worker

Growing team of intervention staff - in class and withdrawal based

Working at Brinbeal SC:

All staff at Brinbeal Secondary College have qualities which ensure the effective learning & wellbeing of our students at the school.

This is a unique and exciting opportunity for you to work in a brand-new secondary school in the heart of the western suburbs, catering for the diversity of learners.

You will be empowered by education support staff, teachers and leaders in a highly collaborative workplace, with opportunities for professional development and career advancement.

The Principal Class have an open-door policy and are always available to staff. They are highly visible both in the yard and frequent classes.

Staff are highly motivated and skilled and are active contributors to the creation of a high achieving secondary school.

Our staff are committed to professional learning and growth for both self and others to ensure we are maximising the learning outcomes of all students.

We take particular pride in our approach to supporting and mentoring teachers who are new to the profession. Graduate teachers are supported in achieving their full registration with VIT through a streamlined and straightforward process with extensive support. In addition to the regular 5% reduction, our beginning teachers have their teaching load further reduced to give them access to DE's 'Career Start Program' which includes PD and additional mentoring.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

SC6Disability Inclusion - Demonstrated specialist leadership in the area of Disability Inclusion with a proven ability to observe, evaluate and deliver feedback to staff on classroom practice.

Role

Position Summary

The Disability Inclusion Coach ensures students with additional needs are engaged in education and meeting their learning goals. To do this they work collaboratively with the school´s leadership, wellbeing staff and allied health team and other services involved with a student outside of school. The Disability Inclusion Coach has a key role in the school´s implementation of Disability Inclusion, which can include supporting teachers to identify students who may benefit from additional support and require adjustments, and supporting school leadership to use tier 2 and tier 3 funding to resource evidence based reasonable adjustments, for individual students and cohorts of students. They have an instrumental role in developing the staff capacity to address the learning needs of students with disability within the classroom.

Responsibilities

Disability and Inclusion Responsibilities:

• Be an advocate and champion for students with disability and additional needs.

• Support staff with the implementation of strategies and adjustments to ensure accessibility to curriculum for the Tier 2 and Tier 3 students.

• Provided target coaching to teachers on the implementation of adjustments, along with Tier 2 & 3 strategies.

• Play a key role in supporting students with additional needs to make a smooth transition into the school, ensuring there are effective arrangements in place for efficient transfer of information between all service providers.

Professional Development & Staff capacity Building

• Build staff capacity to deliver differentiated and modified teaching strategies appropriate for individual students with additional needs.

• Model high-level learning and teaching practice, including demonstration teaching for others.

• Provided targeted coaching for teachers to ensure students with a disability are catered for.

• Undertake classroom observations to support teachers in the provision of curriculum and appropriate learning activities for Tier 2 and Tier 3 students.

• Build staff capacity to understand, develop and implement IEPs.

Student Support Plans:

• With the Assistant Principals have oversight of Individual Education Plans (IEPs), Behaviour Support Plans (BSPs) and Student Safety Plans (SPs) across the school, and ensure the school meets obligations for students who are required to have student support plans.

• Make sure the student has a voice in the setting of goals and identification of adjustments during the IEP process.

• Ensure each student with additional needs has a quality IEP that meets Brinbeal Secondary College´s expectations.

• Identify students who need a BSP and SP and develop these in consultation with our Student Engagement, Wellbeing and Allied Health teams. Ensure collaboration with parents and external stakeholders where available.

• Promote a culture of high expectations and aspirations for the learning and support of students with disability or additional needs.

• Use student learning data to guide and tailor the response to intervention, including how best to structure Student Support Plans and Modified Programs to ensure students are learning and showing measurable growth.
• Using Student Support Plans and any allied health reports, work with classroom teachers and support staff to ensure that learning tasks are adjusted, and the delivery of content is in line with the recommendations documented.
• Document Student Support Plans on Compass and ensure that all staff are aware of the recommended adjustments.

Time Allowance:up to 5 hours per week.

Essential Requirements of the Role

• Work professionally, courteously and cooperatively with internal and external clients. This role involves close interaction with a wide range of parents, students and staff.

• Maintain confidentiality and sensitivity in all aspects of the role.

• Maintain currency of professional knowledge and skills.

• Assist in ensuring that the school complies with government regulations and policies.

• Comply with OH&S requirements and maintain a safe and healthy workplace for self and others.

• Fulfil Child Safe obligations

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 (seeWorkplace 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*******@education.vic.gov.au

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

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 atRecruitment in Schools.