Learning Specialist: Instructional Practice Coach Disability Inclusion

SC1Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Selection Criteria

SC1Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Role

Learning Specialists will be 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 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.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

Responsibilities

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

- Demonstrating high-level expertise in teaching and learning practice
- Modelling exemplary classroom practice including through teaching demonstration lessons
- Working with the school leadership team to develop a shared view of highly effective teacher practice
- Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
- Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more student teachers and mentoring and/or coaching teachers
- Modelling exemplary use of student data to inform teaching approaches
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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 (seeWorkplace 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*******@education.vic.gov.au

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.

Child Safe Standards

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

DE Values

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

Other Information
Position Description

The position of Instructional Practice Coach Disability Inclusion has the responsibility of supporting the development of individual and specialised teaching outcomes for students who require Tier 3 adjustments within their learning/schooling experience. They are required to coach staff to develop, implement and track these adjustments with the intention of undertaking a disability inclusion profile but most importantly supporting the individual student to access curriculum and school wide learning according to their individual needs.

This involves:

- Responsibility for working with the inclusion team to collect and use data to identify Tier 3 students who need individualised adjustments in the school setting.
- Reviewing the Disability Inclusion guidelines and establishing adjustments for these students that measures intensity and frequency.
- Design, develop and track the adjustments implemented to support the individual student to access learning. This is achieved through the development of a ROSI (Record of Specialist Involvement).
- Coaching and supporting staff in their ability to implement adjustments within a classroom setting or their specialist setting.
- Any other duties as directed by the principal

The Instructional Practice coach Disability Inclusion is part of the Inclusion team and the Teaching and Learning Executive.

Student Outcomes Focus

- Advocate for continual improvement of outcomes for the individual student, with the notion that we need to be more inclusive for learners who need ongoing support in a mainstream setting.
- Conducting individualised observations on students identified through the inclusion meetings with the intention to add various strategies in place to develop their individualised student outcomes
- Development of student outcomes beyond the academic curriculum- involving social skills and behavioural skills. This is also set in place through adjustments that will track, monitor and amend according to need.
- Fostering programs to support individual student adjustments in wellbeing, literacy and numeracy spaces.

LEADERSHIP FOCUS

- Be an active member of the SIT and T and L executive team.
- Lead staff in the implementation of individualised and specialist adjustments to meet the student¿s individual needs
- Development of school wide coaching around adjustments that could be made in a classroom setting
- Identification of areas of adjustments that staff need individualised or whole school support conducting

Organisational Focus

Disability Inclusion Profiles

- Undertake the Disability Inclusion Profile process from start to finish.
- Be familiarised with Disability Inclusion Processes developed at Hallam Secondary and the department¿s guidelines around disability inclusion and the mandated legislation to support and foster individualised student outcomes.
- Collecting the data needed prior to the meeting with allied health professionals and conducting and leading the DIP meetings with allied health professionals. After the meeting added any additional documentation or supporting evidence.
- Establish what areas in the 32 sectors of the Disability Profile domains apply to the student and level of the adjustment.
- Development of ROSI and IEP related goals for the individual student.
- Communicate these approaches and strategies with relevant stakeholders (Wellbeing, Sub-school, Principal Class) and share them directly with the disability inclusion team prior to implementation. In addition, communicate these areas to relevant staff, parents and the teaching support staff involved in the processes.
- Develop a Rosi outlining each of these adjustments with explicit measurable methods that align with the Disability Inclusion, Supporting Profile requirements.
- Review the success of these adjustments within a 10 week period and establish new approaches if unsuccessful to support the student to access the learning outcomes according to their individual needs
- Monitor the adjustments and communicate this regularly to parents and students to improve student outcomes.
- Coordinate times with staff, wellbeing and sub-school to discuss individual student related adjustments in the classroom and outside of the classroom.

Community Focus

- Communicating with identified student¿s parents about the adjustments set in place and the process to support their child during their experiences at school
- Attending SSG meetings of students who have been identified as part of the DI process
- Completion of Vinelands of identified students with the support of teachers and staff

This role and role description may change across the tenure of the position depending on the needs of the school¿s Strategic plan and Annual Implementation Plan.

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

- 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'; and
- 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).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.

Location Profile

Hallam Secondary College is in Southeast Melbourne on the lands of the Bunurong. Learning communities have flourished on this land for more than 30,000 years. The current College has been on this site since 1971 and has gone through exciting change.

Over the past 4 years;

- HSC reorganised and expanded to cater for growing demand in south-east Melbourne and give families certainty they will have a quality local school for their entire secondary schooling journey.
- The school progressively moved from a Year 10-12 to a Year 7-12 school allowing it to increase enrolments.
- The current strengths at senior level in vocational education and its Sports Academy have been supplemented by a broader offering of VCE subjects for its growing student cohort.

Our Vision and Mission is to create a school that;

- Is a true learning community
- Is a safe, calm and happy setting
- Is a place students wish to attend, staff want to work and parents feel welcome
- fulfills student potential, and
- prepares students for life beyond school

Our current enrolment sits at over 800 students with an SFOE of 0.56. We primarily enrol students from the Hallam, Eumemmerring and Doveton suburbs with many senior students travelling in from further afield.

We are a medium sized College serving a culturally, ethnically and socially diverse community. Our size enables us to know every student and offer a range of programs that are more commonly found in a large school.

Our new strategic plan 2027 ¿ 2030 has set the goals of:

- Maximise each students achievement and learning growth, and
- Maximise each students wellbeing and engagement in learning

Our Values of Achievement, Care and Equity underpin all our work.

Our curriculum programs privilege Literacy, Numeracy and Health. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on learning skills underpinned by the Victorian Curriculum in Years 7 to 10. Our senior students can access a wide range of VCE and Applied Learning Programs including University enrichment courses and HeadStart as part of a three-year pathway to success.

Our Sports Academy program is well recognised across the state as leaders in some sports. We have a high level of success particularly in our Rugby League girls and boys program and have recently introduced Soccer to the Academy. Netball, AFLW, AFLW and Basketball are also feature sports in the program.

As one of the largest school-based Registered Training Organisations in Victoria our senior students can access the Hallam Valley Trade Training Centre which provides a wide range of applied learning courses on site.

Our evidence-based approach to learning and teaching is underpinned by evidence and closely linked to the Victorian Teaching and Learning Model 2.0 and we value and balance both Wellbeing and Learning as the core of our work aligned to FISO 2.0. Our balanced pedagogical approach draws on Responsive Teaching, Inclusive Classroom Practices and the Berry Street Education Model as the stable base for high quality practice across the school. We use a collaborative approach to planning and a regular assessment check in to both summative and formatively assess our students learning and what the next steps will be. Professional growth is facilitated through Professional Learning Communities, Instructional Coaching and sharing practice through reciprocal classroom visits.

Our work with students is framed by the Response to Intervention model. The College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 and 3 support. Additional Tier 2 supports include a range of performance and arts-based programs, and programs that support diversity and inclusion.

The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.

Our School Improvement Team consists of:

Leading Teachers:

- 7-10 Curriculum Leading Teacher

- VCE curriculum Leading Teacher

- Applied Learning Leading Teacher

- Junior Sub-school Leader ¿ Year 7 and 8

- Middle Sub-School Leader ¿ Year 9 and 10

- Senior Sub-School Leader ¿ Year 11 and 12

- Inclusion Leading Teacher

Learning Specialists:

- Instructional practice Coach - BSEM

- Instructional Practice Coach ¿ VTLM 2.0

- Instructional Practice Coach ¿ Learning focused feedback and Whole School Literacy

- Instructional Practice Coach ¿ Whole School Data and Numeracy Implementation

- Instructional Practice Coach ¿ Disability Inclusion

Our leadership team works collaboratively across 2 executive teams that take responsibility for the Annual Implementation Plan.

#J-18808-Ljbffr

📌 Learning Specialist: Instructional Practice Coach Disability Inclusion (Melbourne)
🏢 Government schools
📍 Melbourne