SC1 Demonstrated expert knowledge of the Victorian Curriculum, Disability Inclusion reforms and evidence-based inclusive teaching practices. Demonstrated ability to model exemplary classroom practice, including the implementation of differentiated teaching strategies that support the diverse learning needs of students and contribute to whole-school priorities.

SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to the diverse learning needs of students with disability and additional learning needs. Demonstrated ability to provide instructional coaching through classroom observation, modelling, feedback and mentoring, and to build teacher capability in implementing inclusive practices, reasonable adjustments and evidence-based interventions that improve student engagement, learning growth and wellbeing.

SC3 Demonstrated exemplary ability to monitor and assess student learning using a range of assessment and wellbeing data. Demonstrated expertise in supporting staff to analyse student achievement, engagement and inclusion data to inform differentiated teaching, Student Support Group planning, Individual Education Plans (IEPs), reasonable adjustments and Disability Inclusion processes.

SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to establish collaborative relationships with students, colleagues, parents, allied health professionals and external agencies to support student learning, inclusion, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support colleagues to reflect upon and strengthen inclusive teaching practice and facilitate school-based professional learning that builds staff capability in Disability Inclusion and differentiated instruction.

Role

Learning Specialists are highly skilled classroom practitioners who continue to spend the majority of their time in the classroom 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 Specialists are expected to have deep knowledge and expertise in high-quality teaching and learning that delivers improved achievement, engagement and wellbeing for all students. The role of the Learning Specialist is to model excellence in teaching and learning through demonstration lessons, mentoring and coaching teachers to improve the skill, knowledge and effectiveness of the teaching workforce.

The role of the Learning Specialist ¿ Inclusion Disability Leader is to provide strategic leadership in developing an inclusive learning culture that ensures every student is known, valued, supported and able to achieve success. The Learning Specialist will lead the implementation of the College's Disability Inclusion priorities by building staff capability in inclusive education, differentiation, reasonable adjustments and evidence-informed teaching practices.





The Inclusion Disability Leader will coordinate Disability Inclusion processes, support Student Support Groups, oversee the development and monitoring of Individual Education Plans (IEPs), facilitate Disability Inclusion Profile meetings where appropriate, and work collaboratively with teachers, Education Support staff, families and external agencies to ensure students with disability and additional learning needs receive high-quality educational support.

The Learning Specialist will provide instructional coaching and professional learning that builds teacher confidence and capability in implementing inclusive classroom practices that improve student learning, engagement and wellbeing.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service while fostering an inclusive school culture where diversity is recognised as a strength and every student is supported to reach their full potential.

Responsibilities

- Demonstrating high-level expertise in inclusive teaching and learning practices.
- Modelling exemplary classroom practice, including through teaching demonstration lessons that showcase effective differentiation and inclusive instructional strategies.
- Working with the school leadership team to develop a shared vision for inclusive education and high-quality teaching for all learners.
- Leading and modelling the implementation of whole-school improvement strategies that strengthen inclusive teaching practices and student engagement.
- Leading the implementation of Disability Inclusion reforms and supporting staff to understand Department policies and processes.
- Coordinating Disability Inclusion Profile applications and supporting staff and families through the Disability Inclusion process.
- Overseeing the development, implementation and review of Individual Education Plans (IEPs), Behaviour Support Plans and Student Support Group (SSG) processes.
- Supporting teachers to develop and implement reasonable adjustments that enable students with disability and additional learning needs to access and participate fully in the curriculum.
- Providing instructional coaching, mentoring and professional learning to improve teacher capability in inclusive education, differentiation, and evidence-based intervention strategies.
- Playing a key role in the provision of qualified learning, including developing processes and protocols for observation, coaching, feedback and collaborative inquiry.
- Modelling effective learning practice and supporting teachers to seek, analyse and act upon feedback to strengthen inclusive classroom practice.
- Providing expert advice regarding Disability Inclusion reforms, differentiated practice, student wellbeing and inclusive curriculum design.
- Modelling exemplary use of student achievement,



engagement and wellbeing data to inform teaching approaches, interventions and adjustments.
- Developing and promoting collaborative professional learning structures through Professional Learning Communities focused on improving outcomes for diverse learners.
- Establishing strong partnerships with families, allied health professionals, Student Support Services and external agencies to support students with disability and additional needs.
- Modelling exemplary professional learning practice through reflective inquiry, ongoing evaluation and continuous improvement of inclusive teaching practices.

Who May Apply

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.

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).

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.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at

Qualification Requirements

- 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';
- 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).

Applications close Thursday 30 July 2026 at 11.59pm

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📌 Learning Specialist: Inclusion Disability Leader (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne