Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1489760
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:
https://www2.education.vic.gov.au/pal/industrial-agreements/resources
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.
Additional Area Responsibilities
Operating in collaboration with the Department's Area teams, this role will also have the following Area responsibilities:
Required
Applicants must:
Desirable
Other Relevant Information
Please ensure that your application includes:
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.
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.
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).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
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
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.
Marra School is a brand-new dual-mode special school based in the NWVR in Kalkallo. The school is due to open day one of term 1 in 2026, for students with a mild-profound intellectual disability, aged 5 to 18 years old. The initial capacity will be for 148 students, moving towards a peak enrolment of 250 students.
The school has been designed to help meet increasing enrolment demand from a growing local population. It will help students get high quality education close to home. The school will comprise of two learning neighbourhoods, an administration and library building, and a multi-purpose building including rooms for music, drama, food tech and fitness. There will also be dedicated outdoor spaces including hard courts, play spaces, a sports field and staff car parking.
Marra School is a fully inclusive environment, with the students, families, staff and school at the heart of this vibrant community. We are looking for highly motivated staff who understand the complex needs of our incredible students and who embrace the school motto Strength in diversity. The school vision Aspirational education ensuring wellbeing and learning growth for all students also partner with our three school values of Bravery, Resilience and Respect. Staff at Lockerbie will need to demonstrate these three values in their educational approach ensuring that they act with kindness, compassion and integrity and are willing to see beyond the barriers often in place for our students.
We are looking to appoint an incredible Inclusion Outreach Coach. Marra School will be the base school for our IOC where they will spend a day a week supporting whole school initiatives and practice. The IOC will also have other local schools allocated to them to support for 20 week blocks. Guidance will be provided through the Department of Education and the Leadership team at Marra School.
If you have any questions or would like to find out more about this great opportunity, please contact the Principal, Lindsey Delooze for more information: [email protected]