About ELTHAM College

ELTHAM College is an independent co-educational school in Nillumbik Shire, northeast of Melbourne. At ELTHAM, education is a daring adventure – we provide authentic learning opportunities so that students can become world-ready.

ELTHAM College grows the heart and mind of each child. We believe that school is an adventure where children learn to think for themselves, in preparation for a future of exciting possibilities. Located in an extraordinary environment, students experience an engaging, rigorous world-ready curriculum while being supported with warmth, care and respect.

The College has a strong commitment to technology. All applicants should be able to demonstrate their desire to maximize the use of technology in an educational environment. The College is committed to fostering global awareness including equipping our community to engage thoughtfully, ethically, and responsibly with emerging technologies such as artificial intelligence (AI).

Purpose of the role The Head of Learning Support (P–12) leads the strategic design and delivery of inclusive learning across the College. This role ensures that students who require additional support, enrichment, or English language acquisition assistance are effectively identified, planned for, and supported to thrive and achieve their full potential.

Acting as a key advocate for students with additional learning needs, the Head of Learning Support champions equitable access to learning and ensures that student voice, family engagement, and collaborative planning are embedded in practice. The role also oversees the maintenance of the College’s Special Educational Needs Register, coordinates appropriate and timely adjustments (including Special Examination Arrangements in partnership with the VCE Coordinator), and ensures compliance with the Nationally Consistent Collection of Data (NCCD) process.

Through direct leadership of the Learning Support team, the Head builds capacity among staff to deliver differentiated teaching,

implement individualised learning plans, and collaborate effectively to meet the needs of a diverse student body from Prep to

Year 12. The position also provides oversight for Gifted and Talented education and English as an Additional Language (EAL)

program (excluding curriculum-based EAL/VCE), ensuring all learners are recognised, understood, and appropriately challenged and supported.

This role ensures that all learners, those requiring support, challenge, or tailored teaching, are recognised, understood, and empowered. By leading strategic, inclusive, and evidence-informed approaches across the College, the Head of Learning Dev creates the conditions for every student to thrive.

Main Duties/Responsibilities

Inclusive Learning Leadership

- Oversee systems for the identification, tracking, and support of students requiring adjustments, enrichment, or

additional support.
- Ensure the development, implementation, and review of Individual Learning Plans (ILPs), including the setting of clear,

measurable targets that are monitored and used to guide teaching and support.
- Lead and manage the College’s compliance with the Learning Support NCCD process, ensuring evidence-based decision-

making, accurate documentation, and timely reporting.
- Manage the organisation and documentation of Student Support Group (SSG) meetings, support plans, and modified

programs where required.
- Maintain current knowledge of relevant legislation, including the Disability Standards for Education, VRQA Child Safe

Standards, and privacy obligations. Team Leadership and Strategic Contribution

- Lead and manage the Learning Support Team (Learning Support Teachers and Integration Aides), ensuring role clarity,

professional growth, and team-oriented impact.
- Work closely with the VCE Coordinator to coordinate Special Examination Arrangements (SEA), including identification

of eligible students, collection of required evidence, and timely submission of applications to the VCAA in line with Victorian requirements.




- Contribute to College strategic planning and school improvement priorities related to inclusion, access, wellbeing, and

personalised learning.
- Collaborate with Heads of Sub-Schools, Wellbeing, and Teaching and Learning leaders to ensure coordinated, student-

centred support systems.
- Maintain an appropriate (by negotiation) face-to-face teaching load within the faculty focused on targeted instruction,

modelling inclusive practice, and supporting staff capability development. Advocacy, Student Voice and Family Partnerships

- Act as a key advocate for students with additional learning needs, ensuring their voices are heard and their access to

learning is equitable and well-supported.
- Foster strong, respectful partnerships with families and carers to ensure a collaborative approach to student learning

and wellbeing.
- Promote inclusive attitudes across the school community, building awareness of neurodiversity, language diversity, and

varied learning profiles.
- Facilitate student participation in ILP and SSG planning and review, where appropriate.
- Provide families with guidance on accessing external support such as allied health, assessments, and transition

pathways.
- Representing the College in professional forums and networks relating to inclusive education, gifted education, and

EAL.

Learning Intervention and Support

- Design, coordinate, and evaluate P–12 intervention programs in areas such as literacy, numeracy, executive

functioning, and student engagement.
- Ensure the use of multiple data sources to inform referrals, allocate resources, and evaluate the impact of

interventions.
- Maintain systems for ongoing monitoring of student progress, ensuring adjustments are targeted, evidence-based, and

responsive to individual needs.
- Implement systems that ensure the tracking of the progress of students in niche support groups, including those with

ILPs, EAL, or Gifted and Talented profiles, against standardised assessments such as NAPLAN, PAT, and internal benchmarking data.
- Proactively adapt supports and interventions to ensure students are progressing towards their potential and any gaps

are addressed in a timely manner.
- Oversee and interpret internal and external diagnostic assessments to guide planning and review.
- Maintain and oversee relevant registers such as a Learning Support Register, ensuring it is accurate, up to date, and

embedded in planning processes. Gifted and Talented Program Oversight

- Lead the identification, registration, and monitoring of students demonstrating high ability or potential across academic

and non-academic domains
- Implement and maintain a consistent procedure for identifying students as Gifted and Talented.
- Collaborate with curriculum leaders to implement strategies such as curriculum compacting, extension pathways, and

independent learning projects.
- Ensure Gifted and Talented students have learning plans or profiles where appropriate, and that enrichment

opportunities are accessible and visible.
- Support staff in identifying and addressing underachievement in gifted learners, including those with additional

learning or EAL needs. English as an Additional Language (EAL) Coordination (non-VCE)

- Lead the identification, assessment, and monitoring of EAL students, including those with interrupted schooling or

coexisting learning needs.
- Develop and oversee language acquisition plans and targeted support, aligned to curriculum expectations and

individual goals.
- Collaborate with the English faculty while maintaining distinct oversight of the EAL program.




- Work closely with the Wellbeing team to monitor and evaluate the academic integration and wellbeing of EAL students

to ensure full participation in school life. Staff Development and Instructional Practice

- Provide qualified learning and coaching on inclusive teaching, differentiation, and scaffolding strategies.
- Conduct classroom observations and feedback discussions to support teachers in meeting diverse learners’ needs.
- Build staff capability to co-design and implement classroom adjustments, interpret data, and embed ILPs effectively.
- Establish clear expectations for collaboration between Learning Support staff and classroom teachers.
- Contribute to the induction and professional learning for recent staff.

Selection Criteria

Experience

- Leadership experience in inclusive/student support education
- Development and implementation of Individual Learning Plans (ILPs)
- Managing NCCD processes and compliance
- Coordinating special exam arrangements for senior students
- Leading or coordinating specialist teams (e.g., support, gifted, EAL)
- Working collaboratively with families and allied professionals
- Experience supporting learners across multiple year levels (P–12)
- Familiarity with contemporary frameworks in inclusive, gifted, and EAL education

Skills and attributes

- Proven educational leadership and team-building capability
- Expertise in inclusive education, differentiation, and Universal Design for Learning (UDL)
- Strong knowledge of special needs, neurodiversity, and adjustment planning
- Understanding of gifted education models and EAL strategies
- Compliance knowledge: NCCD, Disability Standards, exam adjustments
- Data analysis and evidence-based decision making
- Highly effective communicator and student advocate
- Strong collaboration skills with staff, families, and external agencies
- Coaching and capacity-building of teachers
- Excellent organisation, planning, and project management
- Commitment to equity, inclusion, and student-centred practice

Qualifications and Employer Requirements

- Qualified and registered teacher with the Victorian Institute of Teaching, with postgraduate qualifications in Special and

Inclusive Education (or equivalent)
- Postgraduate qualifications in English as an Additional Language (EAL) and/or Gifted Education are highly regarded
- Leadership qualifications are highly desirable
- Clearance to work with children - registration with the Victorian Institute of Teaching (VIT)
- Entitled to live and work in Australia
- Current First Aid Certificate
- A commitment and capacity to contribute to the College’s co-curricular program
- Completion of Protecting Children – Mandatory Reporting and Other Obligations (training provided by DoE Victoria)

Organisational Accountabilities ELTHAM College is committed to the health, safety and wellbeing of its staff and students. ELTHAM College and its staff must comply with a range of statutory requirements, including child safe, equal opportunity, occupational health and safety, privacy and trade practice. ELTHAM College also expects staff to comply with its policies and procedures, which relate to statutory requirements and our day-to-day operations.

Child Safety at ELTHAM College

All staff at ELTHAM College are responsible for providing a protected environment and the protection of children and young people within our care, including promoting physical, emotional and cultural safety. All staff are responsible for reporting information about suspected child abuse. All staff share in the responsibility for the prevention and detection of child abuse and promptly raise any issues or concerns about a child’s safety.

All staff are required to follow the School’s Child Safe policies and Child Safety

Code of Conduct.

ELTHAM College takes a zero-tolerance approach to child abuse and is fully committed to ensuring that its strategies,

policies, procedures, and practices meet all Child Safe Standards as specified in Ministerial Order No. 1359 (2022). All applicants should refer to our Child Safety Policy and Code of Conduct found at Policies - Eltham College.

📌 Head of Learning Support (Victoria)
🏢 Eltham College
📍 Victoria