Learning Diversity Coach (Pol 1)

St Clare'S Catholic Primary School - Truganina; Melbourne; On-site; AUD 90,000 - 130,000; Full time

Job summary

St Clare's Catholic Primary School - Truganina is seeking a Learning Diversity Coach for a 2-year contract with an ongoing teaching position. Although full-time is preferred, a 0.8 FTE arrangement is negotiable, with a start in 2027.

The role focuses on developing an inclusive learning environment and supporting diverse learners across MTSS, with collaboration across school leadership and external professionals.

Responsibilities

• Lead development of inclusive learning environment with strong Tier 1 instruction.
• Coordinate MTSS with Tier 2 and Tier 3 supports as needed.
• Collaborate with L&T staff, wellbeing and external professionals to meet diverse needs.
• Ensure evidence-informed adjustments and data-driven planning.
• Maintain MTSS processes and documentation for funding and compliance.

Job description

Contract Type: Permanent/Ongoing Position Full Time

Applications Close: 16 November 2026

St Clare's Catholic Primary School is excited to offer this opportunity to an experienced or aspiring leader, the position of Learning Diversity Coach, starting the 2027 school year. The Learning Diversity Coach attracts a 2 year contract with an ongoing teaching position attached. While fulltime is preferred, F/T (0.8) is negotiable.

At St Clare’s, our mission is to inspire and educate our students to become compassionate and responsible members of society. We strive to empower them with knowledge, skills and a strong moral compass, enabling them to make a positive impact on the world around them. By embracing our school motto, “Your light in our hands,” we recognise the importance of guiding and supporting our students as they shine their brightest, both academically and spiritually.

St Clare's Catholic Primary School is excited to offer this opportunity to an experienced or aspiring leader, the position of Learning Diversity Coach, starting the 2027 school year. The Learning Diversity Coach attracts a 2 year contract with an ongoing teaching position attached. While fulltime is preferred, F/T (0.8) is negotiable.

The Learning Diversity Leader leads the development of an inclusive learning environment in which every student accesses, participates in and benefits from high-quality universal instruction. The role promotes the belief that all students can learn and that inclusive practice begins with effective Tier 1 teaching, where evidence-informed instruction, differentiation, scaffolding and reasonable adjustments enable all learners to engage with the curriculum.

Working in partnership with the Deputy Principal - Learning and Teaching Coach, Learning and Teaching Instruction Coach, teachers, Wellbeing and PBL leadership, families and external professionals, the Learning Diversity Leader strengthens teacher capacity to anticipate and respond to diverse learning needs within the learning space. The role coordinates targeted Tier 2 interventions and individualised Tier 3 support when required, ensuring these supports complement, reinforce and build upon strong universal instruction.

Through the school's Multi-Tiered System of Supports (MTSS), the Learning Diversity Leader ensures that additional support enhances access to learning rather than becoming a substitute for effective teaching, enabling every student to be known, valued, challenged and empowered to flourish.

The Learning Diversity Coach will be responsible for ensuring the ongoing collection of evidence of adjustments to meet NCCD requirements, and maintaining a high degree of confidentiality. As a member of staff, the Learning Diversity Coach will be responsible for developing respectful, collaborative relationships to contribute to a positive school climate and culture.

Universal Instruction and Inclusive Practice — Tier 1

• Champion the belief that all students should participate in high-quality universal instruction, with appropriate adjustments to enable access, engagement and success.
• Build teacher capacity to anticipate learner variability through explicit instruction, scaffolding, differentiation, accessible resources and responsive teaching.
• Support teachers to identify and remove barriers to learning within the learning space before determining whether additional intervention is required.
• Collaborate with the Learning and Teaching Instruction Coach and Community Coaches to embed inclusive practices within lesson design, curriculum planning, assessment and instructional delivery.
• Promote high expectations for every learner, ensuring that students with diverse learning needs remain active participants in age-appropriate learning alongside their peers.
• Support teachers to use checks for understanding, assessment evidence and ongoing observation to identify when students require adjustments or additional support.
• Support teachers to identify reasonable adjustments, scaffolds and accommodations that enable students to access the curriculum and demonstrate their learning.
• In collaboration with other coaches, conduct observations in learning spaces and provide direction for evidence-informed strategies and scaffolds that support diverse learners within universal instruction.

Multi-Tiered System of Supports (MTSS)

• Support the implementation and ongoing refinement of the school's MTSS framework, ensuring a coordinated response to academic, developmental and learning needs.
• Support teachers to identify students requiring Tier 1 adjustments, Tier 2 targeted intervention or Tier 3 individualised and intensive support.
• Coordinate referral, consultation, intervention planning, monitoring and review processes across the tiers of support.
• Work collaboratively with the Instruction Coach and Wellbeing and PBL leadership to ensure learning, engagement and wellbeing needs are addressed holistically.
• Establish clear processes for allocating resources, monitoring intervention effectiveness and determining appropriate next steps for students.

Student Identification, Assessment and Data-Informed Planning

• In collaboration with the Student Services team, support teachers to follow the school’s internal referral process, identifying when students may require additional or modified intervention beyond universal instruction.
• Coordinate the identification of students requiring additional learning support through assessment data, teacher observations, work samples, screening and professional consultation.
• Support teachers to analyse student learning data to identify barriers to progress, determine adjustments and establish appropriate learning goals.
• Monitor the progress of students receiving targeted and intensive support, evaluating the impact of interventions and adjustments.
• Facilitate regular case discussions and data reviews to ensure timely, responsive and evidence-informed decision-making.
• Maintain a whole-school overview of student learning needs, intervention priorities and emerging patterns to inform school improvement planning.
• Work with L&T Coach & DP L&T to use data and plan for Tier 2 Intervention

Personalised Learning and Adjustments

• Lead and coordinate the development, implementation and review of Personalised Learning Plans (PLPs) and other relevant student support plans.
• Support teachers to establish meaningful learning goals, measurable outcomes, appropriate adjustments and clear monitoring processes.
• Ensure adjustments are documented, implemented consistently and reviewed in response to student progress and changing needs.
• Assist teachers to prepare for and participate in Program Support Group (PSG) meetings.
• Support the appropriate documentation and implementation of disability-related adjustments and relevant school processes.

Intervention Programs and Learning Support

• Coordinate targeted learning support and intervention programs in response to identified student needs and school priorities.
• Support the effective coordination of learning support staff, intervention resources and specialist expertise.
• Work with teachers to ensure intervention complements universal instruction and reinforces identified learning goals.
• Monitor intervention entry, participation, progress and exit criteria to ensure support remains purposeful and responsive.
• Evaluate the effectiveness of intervention programs and recommend adjustments based on evidence of student growth.

Collaboration, Family Partnerships and External Agencies

• Develop strong partnerships with teachers, families, school leaders and external professionals to support student learning and inclusion.
• Coordinate communication and collaboration with allied health professionals, psychologists, speech pathologists and other relevant services, where appropriate.
• Support teachers to translate professional recommendations into practical classroom adjustments and achievable learning goals.
• Facilitate collaborative problem-solving when students experience persistent barriers to learning or participation.
• Promote respectful, strengths-based communication that recognises student capabilities, needs and potential.
• Relationships with families (key contact)

Professional Learning, Compliance and Continuous Improvement

• Identify professional learning needs and support staff to develop confidence and capability in inclusive education, adjustments and learning support processes.
• Maintain accurate records of student support, adjustments, intervention and review processes in accordance with school and system requirements.
• Support the school to meet relevant MACS, disability inclusion, funding, documentation and reporting requirements, as applicable.
• Assist school staff to develop and implement Personalised Learning Plans, according to the schools guidelines, ensuring these plans include realistic goals and reflect inclusive practices
• Set up structures to provide timely feedback to staff regarding PLPs
• Support teachers by facilitating referrals,informed by the school’s response to intervention processes
• Organise and facilitate Program Support Group meetings and record and distribute minutes to relevant parties
• Collate the Nationally Consistent Collection of Data for students with disability and co-ordinate all documentation required for funding
• Inform school staff and the parent community of ongoing developments and requirements of the NCCD process
• Lead the Learning Support Officer staff and the programs/timetables
• Develop and maintain LSO timetables and programs

Affiliation: Catholic
Teaching Level: Primary
Gender: Coed

406 Students
37 TeachingStaff
15 Non-Teaching Staff

Single School

St Clare’s school opened in January 2015 and is the third Catholic Primary School within the Parish of St James the Apostle Hoppers Crossing North. St Clare’s has been established to serve children and their families in the Truganina area as a faith-filled, Christ-centred, welcoming and caring educational community. The St Clare’s community is committed to recognising and affirming the gifts and talents of others; celebrating diversity; and embracing difference.Strategic leadership and management, development of a shared Vision and Mission and high expectations underpin a culture committed to ongoing improvement. Our school clearly proclaims its Catholic identity in a welcoming, inclusive community, illuminated by the light of Christ and the charism of St Clare. Our Vision was developed in 2017 through consultation with with the school community.St Clare's Catholic School:A community of Faith and Learning.Uniting, Serving, Empowering.