Inclusion Outreach Coach (TFI 071)

government schools; Greater Shepparton; On-site; AUD 110,000 - 130,000; Full time

Job summary

Banmira Specialist School, a Victorian government school in Shepparton, seeks an Inclusion Outreach Coach to strengthen inclusive practices across specialist and partner schools. The role focuses on building capability, using data to drive improvement, and delivering evidence-based, system-wide support.

The coach collaborates with leadership to implement Tier 1 preventative strategies, participates in professional learning, and travels to partner sites as part of a hybrid delivery model.

Qualifications

• Demonstrated experience in inclusive education and disability contexts.
• Experience planning and evaluating evidence-based interventions for students with disabilities.
• Ability to develop processes for teaching staff observation and feedback.
• Experience using data to inform school wide inclusion strategies.
• Leadership and coaching experience with school leadership teams.

Responsibilities

• Demonstrating high-level inclusive education practice to support school culture.
• Providing explicit technical advice and coaching to educators for inclusive classrooms.
• Helping leadership use whole-school data to adjust practices for inclusion.
• Leading professional learning and coaching within multi-tiered support frameworks.
• Modelling inclusive practices and guiding teachers to act on feedback.
• Providing leadership and learning to school staff to improve student outcomes.
• Maintaining professional competence and engaging in ongoing coaching communities.
• Collecting and analysing implementation data and coordinating with Regional teams.
• Collaborating with other coaches within health, wellbeing, inclusion and school improvement teams.
• Working with specialist and mainstream schools via hybrid delivery and travel.

Skills

Inclusive education

Staff capability development

Observation & feedback

Peer collaboration

Data-based decision making

Education

Special/inclusive education qualification

Disability education experience

Job description

1 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.

2 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.

3 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.

4 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.

5 Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.

6 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.

Role

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

Who May Apply - Inclusion Outreach Coach

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.

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 (see Workplace 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 [e-mail]

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:

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:

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.

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.

This position has been advertised as part of theTargeted Financial Incentives (TFI)program and includes incentive and retention payments.Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria.

Payments and support on offer(subject tocandidate eligibility criteria, see below):

• A commencement incentive payment (pro-rata for positions less than full-time) to the amount of$50,000(before-tax).
• Reimbursement of relocation expenses (up to$5,000) and support to identify suitable housing.
• $10,000(before-tax) retention payments (pro-rata for positions less than full-time), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.

TFI candidate eligibility criteria:

• The successful candidate must be a new employee to this school.
• The successful candidate is committing to a minimum of 2 years of employment at this school.
• The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:

For further information onAustralian Bureau of Statistics, ASGS Edition 3 Remoteness Areasarea classifications, or to review a particular school or ordinary place of residence address, refer to ABS Maps , via Australian Bureau of Statistics (select filter '2021 Remoteness Area').

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).

Banmira Specialist School (formerly Verney Road School)

Progress at Banmira might look like a student using their communication device to start a conversation with a classmate, reading a familiar word independently for the first time or scanning groceries and serving a customer at our very own Mini Woolworths supermarket. Behind each of those moments is a team that knows the student well, sets ambitious goals and works together to help them get there.

Banmira Specialist School, is a specialist government school in Shepparton. Across our two campuses, we support almost 300 children and young people with intellectual disability, including those in our Early Education Program, through to Year 12. We are building a centre of excellence in specialist education by bringing together expertise in teaching, disability and allied health to help students learn, communicate and participate more independently.

Working at Banmira

Were a large school with a close-knit team culture. Teachers and education support staff work alongside colleagues in Allied Health, Wellbeing and Inclusion. We share what works, help each other find a way forward when a student needs a different approach and take shared responsibility for student learning and wellbeing.

Coaching happens where its needed. A colleague might join you in class to model how to use a student's communication system during a lesson, help adapt a literacy task so a student can take part more independently or work with you to refine a positive behaviour support strategy. Staff also develop their practice through collaborative planning, professional learning and classroom observation and feedback.

We welcome applicants with specialist education experience as well as those who are curious about the work and keen to learn. Youll work with knowledgeable colleagues who are willing to share their practice and help you build yours.

Our Campuses

Our Junior Campus on Parkside Drive opened in 2025 and is home to our Early Education Program and primary classes. Alongside purpose-built classrooms, the campus has a Community Hub with a sensory room, a Perceptual Motor Program space, a library, an art room, and a Parent and Wellbeing Hub.

Our Senior Campus on Verney Road supports students as they move into secondary learning and prepare for life beyond school. In spaces such as the Mini Woolworths supermarket, school coffee shop and homecrafts kitchen, students practise everyday skills, take on responsibilities and work with others. The campus also has a gymnasium and hosts Banmira Care, our High Intensity Outside School Hours Care program.

Teaching and learning

Our Early Education and Early Primary programs draw on the Victorian Early Years Learning and Development Framework. The Victorian Curriculum F10 Version 2.0 guides teaching and assessment from Foundation to Year 10. In the Senior Years, students access the Victorian Pathways Certificate (VPC) or ASDAN programs according to their learning needs and pathway goals.

Every student has an Individual Education Plan developed in partnership with their family and reviewed through Student Support Group meetings. Class teams use these plans to set and monitor individual goals in literacy, numeracy, communication and other priority areas. Across both campuses, students build independent living skills through everyday learning and take part in specialist programs in areas such as the arts, music and physical education.

We serve families from Shepparton and surrounding communities, with school transport assistance, available for eligible students.

Applications close Sunday 22 November 2026 at 11.59pm