Learning Diversity Coach (POL 1)

Melbourne Archdiocese Catholic Schools; Lake Wylie (SC); On-site; USD 60,000 - 90,000; Full time

Job summary

St Clare’s Catholic Primary School is seeking a Learning Diversity Coach for the 2027 school year. The role supports universal instruction, MTSS, and personalised learning plans, coordinating assessments, adjustments and PSG meetings.

Lead and collaborate with the Student Services team to ensure inclusive outcomes for every learner. Applicants will work with teachers, families and external professionals to implement evidence-based strategies, monitor progress and drive continuous improvement in

Qualifications

• Experience or aspiration in school leadership and inclusive education.
• Ability to work with MTSS frameworks, teacher coaching and learning support teams.
• Strong collaboration with families, external professionals and school leaders.
• Capability to coordinate learning adjustments, PLPs and PSG processes.
• Effective communication and data review to inform instructional decisions.

Responsibilities

• Champion universal instruction with necessary adjustments to access and engagement.
• Support MTSS from Tier 1–3, coordinating referrals and intervention planning.
• Assist teachers to analyze learning data and set appropriate goals.
• Lead development and review of Personalised Learning Plans and related processes.
• Coordinate targeted learning support and monitor progress and outcomes.
• Foster partnerships with families and external agencies to support student inclusion.
• Identify professional learning needs and support staff in inclusive practices.

Skills

Inclusive education

Collaboration

Leadership

Differentiated instruction

Communication

Data-informed planning

Job description

Role Description/Criteria

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.

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