Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Inner South East suburbs
Reference: 1537037
Melbourne Girls' College empowers young women to strive for academic excellence, grow with resilience and self-belief, and lead courageously. We are driven by a commitment to shape socially conscious individuals who positively influence communities.
Melbourne Girls' College was established in 1994 on the Birrurung (banks of the Yarra River) in Richmond, Victoria. It provides enrolment opportunities for local, wider-Melbourne and International Students to study a guaranteed and viable curriculum at Years 7-9, followed by many Year 10, VCE, and VET subjects in the senior years. The Melbourne Girls' College values provide the foundations of our strong community and guide students to "Lead and Achieve".
We value Excellence - In our achievements and aspirations while always striving to give and be our best.
Teamwork - Together, we know we can achieve so much more. We strongly believe that effective communication and the celebration of individuality within the team are crucial elements to developing an effective team-based and collaborative environment.
Diversity - We are a richer community when we consider all perspectives and recognise and celebrate our differences.
We challenge our students to think critically about their own beliefs and examine the world in fresh ways to promote creativity and innovation in an authentic, inclusive environment.
The academic achievements of Melbourne Girls' College are strong and many of our students participate in the Student Excellence Program and the MGC Learning Extension and Advancement Program (LEAP). The curriculum at Melbourne Girls' College is designed to equip students with depth and breadth of knowledge, skills, and capabilities needed for success. Students are encouraged and challenged to strive for personal excellence, and we explicitly teach strategies, habits and behaviours that are deeply connedcted to a growth mindset. The school community takes pride in teaching students the transferable skills required to be socially conscious and to challenge stereotypes, particularly in women's leadership, sustainability, and philanthropy.
Our International Student Program is thriving with a capacity to offer 80 positions of enrolment to full fee-paying international students.
While our academic achievements are a publicly recognised strength of Melbourne Girls' College, we are equally committed to the personal, social, and emotional wellbeing of our students. We recognise the intrinsic link between wellbeing and effective learning and have adopted a whole-school approach to wellbeing. We have a Year 7 to 12 Homegroup and Wellbeing structure where each student explores a sense of their own abilities, achievements and self-worth. From the moment a student joins MGC they are connected to a homegroup and this strengthens their sense of belonging. Our homegroups facilitate effective communication between the College, and parents and carers where the homegroup teacher becomes a key contact, strengthening our home-school partnerships.
The College prioritises and celebrates success and growth in the wholee person and MGC has a strong focus on co-curricular endeavours, particularly in rowing, aerobics, dance, and other school sporting programs. The College invests in creative, and artistic endeavours and experiences for students, particularly in the performing and visual arts through our instrumental program, and school productions. In additiona MGC has a thriving Australian Airforce Cadets program. The sustainabilty collective and environment projects are well known in the local and wider community.
Please refer to our website for more detailed information about the college: https://mgc.vic.edu.au/
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expert knowledge of inclusive education and highly effective teaching practices that support the engagement, participation and learning growth of students with diverse learning needs.
SC3 Demonstrated 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.
SC4 Demonstrated 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.
SC5 Demonstrated knowledge and ability of the Disability Inclusion reform, reasonable adjustments, Individual Education Plans, Student Support Groups and relevant departmental policies and processes.
The Inclusion Learning Specialists will play a pivotal role in leading a whole school approach to inclusive teaching and learning, aligned with the Department of Education's Disability Inclusion reform. The positions are central to ensuring that every student with disability and additional needs is provided with equitable access to learning through effective planning, targeted support, and teacher capacity building.
The Inclusion Learning Specialist will lead the Inclusion Team and staff to achieve:
Lead the implementation and facilitation of the Disability Inclusion Profile (DIP) process, ensuring it is student centred, strengths based, and informs planning and resourcing.
Build the capacity of teachers and Education Support staff in the design and delivery of differentiated, responsive teaching practices and appropriate adjustments for students with disability and additional needs.
Lead a coordinated approach to the development, implementation, and review of Individual Education Plans (IEPs), Behaviour Support Plans (BSPs) and other relevant plans in alignment with school policy and DE guidelines.
Support a culture of collective responsibility for inclusive practices and equitable student outcomes.
Coordinate and facilitate Disability Inclusion Profile submissions for eligible students, ensuring accurate documentation, and appropriate evidence collection to support DIP submissions.
Deliver professional learning and coaching on high impact inclusive practices, including differentiation, and reasonable adjustments.
Promote the use of data triangulation (teacher judgment, assessments, and observations) and checking for understanding as tools for responsive teaching.
Lead the development, implementation, and review cycle of IEPs and BSPs (including SSG's) in collaboration with teachers, families, allied health professionals, and other relevant stakeholders.
Maintain a centralised and accessible system for tracking goals, adjustments, and student progress across teams and year levels.
Lead and mentor a team of Inclusion Leaders, supporting them to build inclusive practices within their year level or domain teams.
Lead the development and collaboration of IEPs, including for Aboriginal and Torres Strait Islander students and Out of Home Care students, including SSGs.
Lead the transition process with the Transition team for all new IEP students and students with a diagnosed disability or learning disorder, as well as Aboriginal and Torres Strait Islander students, and Out of Home Care students in collaboration with the Transition Team.
Build strong partnerships with families and carers of students with disability through regular communication, and collaborative planning through SSGs.
Liaise with community and external support agencies to enhance student outcomes and wrap-around supports.
The Inclusive Learning Specialist will lead the Inclusion Team and work together as a member of the Student Engagement and Wellbeing Team to ensure, support and lead the inclusive learning practices across the college.
The specific duties and responsibilities outlined in this role description may be varied or adjusted at the discretion of the principal to meet the evolving needs of the College.
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.
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 [email protected]
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.
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
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
Tenure 28/01/2026 - 27/01/2029
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.