The Role
The Inclusion Support Coordinator (Preschool – Year 12) is a new role that will support the school
community in developing an inclusive learning environment for students with specific learning needs or
disability. The Inclusion Support Coordinator works directly to the Heads of School and under the strategic
leadership of the Director of Learning and Teaching.

The Inclusion Support Coordinator is a significant leadership role ensuring quality teaching across the
curriculum to improve learning outcomes for students with specific learning needs. The Inclusion Support
Coordinator will help facilitate change and build the capacity of teachers to provide effective and
differentiated instruction for all students. Their goal is to facilitate school-wide teacher collaboration and
professional learning to improve staff knowledge of the pedagogical strategies that promote student
engagement and create positive and supportive learning environments for all. This will involve working
collaboratively with a range of stakeholders to support students at the school and in their preparation for
transition to work after finishing school.

This position requires extensive experience working at the leadership level and inclusive educational
environments.

The position is fulltime encompassing teaching and Senior leadership responsibilities and attracts a
Position of Responsibility allowance Level

Faith Basis of Appointment
We see the appointment of staff to Trinity Christian School as a ministry calling.

The ethos, aims and objects of a Christian School are based on:

> acceptance of the Lordship of Christ; and
> acceptance of the Bible as the revealed Word of God.

Within Trinity Christian School these are expounded in the Doctrinal Basis.

The Doctrinal Basis does not exhaust the extent of the beliefs of the School and its members. The Bible
itself, as the inspired and infallible Word of God, that speaks with final authority concerning truth, morality,
and the proper conduct of mankind, is the sole and final source of all that the School and its members
believe.

You must support the School in these areas and set an example of personal conduct and behaviour
consistent with the School’s beliefs and ethos as outlined in documents made available to prospective
employees prior to interview. Any appointment is conditional upon staff maintaining and demonstrating a

continuing firm personal belief and lifestyle consistent with the School’s Doctrinal Basis and the other
documents provided to staff, this being an essential condition of the appointment.

A Learning Centred Christian School
At Trinity Christian School we endeavour to make the link between our faith, what we do and how we
teach. We call our students and school community to grow “loving hearts, enquiring minds and generous
spirits”. At Trinity, how we teach must help our students in becoming who they were created to be in
Christ. How we teach should also bring a Kingdom perspective, set students’ minds on things above, deliver
meaning and show purpose.

The pedagogy in our classrooms at Trinity should engage enquiring minds, build questioning, allow for
grappling, exploring and reasoning. The students we teach should be given opportunities to grow and
serve, so they may see who they are becoming and their purpose. As we undertake to grow our learners
in both faith and learning, we must build in them the capacity to do so.

As stated in our Strategic Priorities for 2024 – 2027, we have a number of key areas of focus that we are
working toward:

Christian Faith and Growth
The spiritual nurturing of all individuals in the Christian faith, within a caring community of students, staff
and families united by vision, mission and values. A passionate focus on realising the transformative power
of the Gospel of Jesus, developing Biblical knowledge, and understanding and fulfilling the purpose of a
Christian life.

Excellence in Education and Learning
All students actively engaged, growing and thriving as learners in a learning centred school. Parent
partnership and student agency enhanced and supported. A commitment to educational excellence with
the creation and support of recent ways of learning, varied student pathways and models of education, to
meet the needs of each learner.

Community and Belonging
A movement by all students, staff and families from joining and attending the school to belonging and
actively investing in the Trinity community. Connection and relationship developed and strengthened with
those in the School’s history as well as future community members.

Connecting with the World and Shaping Tomorrow
Ongoing design and formation of our 2030 learning environment for the community now and in the future.
A growth in our reach and impact on Christian Education nationally and globally, including shaping a
reputation as a centre for staffing development and excellence.

Key Areas of Responsibility

Strategic Leadership
> Play an active role in the development and implementation of a solid Christian worldview and biblically

based learning and teaching environment, ensuring that there is understanding, engagement and
participation by all teachers in your area of responsibility.

> Play an active role in the development and administration of the strategic direction in inclusion
support.

> In partnership with Coordinators, promote and implement key learning and teaching strategic




objectives with staff ensuring that there is understanding, engagement and participation at all staff
levels.

> Promote excellence in student academic performance, according to student ability, that encompasses
a celebration of learning

> Develop collaborative partnerships between teachers, students and parents/carers.
> Develop staff with an understanding of current educational issues relevant to diverse learning needs,

through networking and membership with skilled associations.

Wellbeing Leadership
Provide advice to Student Wellbeing Coordinators to support the provision of wellbeing programs to
students with diverse needs.

Educational Leadership
> Promote and model excellence in Christian education.
> Ensure that a sound knowledge of emerging trends in supporting students with diverse needs, learning

theory, curriculum and assessment practice underpins learning and teaching.

> Build the capacity of the student support and development staff through clear definition of the
responsibilities and expectations of staff in the support of classroom teachers.

> Work with staff to develop a whole school approach to support the learning needs of all students
including those who:

> have specific learning difficulties or disabilities
> require support to improve independent study skills
> are transitioning from school to work

> In collaboration with the Studies Coordinators, utilise student data to identify students with diverse
learning needs, plan, implement, monitor and review evidence-based interventions.

> Work collaboratively with teachers to develop and implement assessments which will enable students
with learning needs to demonstrate their learning.

> Analyse data to assist supported students in setting and monitoring learning goals.
> Maintain and review records and documentation related to ILPs and adjustments made for individual

students.

> Ensure that relevant teaching strategies (responsive to this data) to support students with diverse
learning needs are accessible to teachers in their classes.

> Liaise with relevant stakeholders to discuss issues relevant to students with diverse learning needs.
> Schedule meetings with parents/students to discuss ILPs and learning goals.
> Demonstrate a thorough understanding of and collect relevant data for NCCD.
> Maintain a practicing role as a classroom teacher.

Staff Leadership and Management
In working with the Heads of School you will:

> Lead collaboratively with staff to facilitate initiatives to support students with diverse learning needs.
> Supervise Learning Support Assistants according to student need.
> Provide support to staff through coaching, lesson demonstrations, reflective practice and the sharing

of contemporary pedagogical practice to develop their capacity and confidence in the development of
strategies to meet diverse learning needs.

> Collaborate with VET Coordinator and Studies Coordinators to determine appropriate pathways for
students with specific learning needs.

> Collaborate with Faculty Coordinators, Heads of Schools, class teachers and relevant subject teachers
to monitor student progress and develop learning strategies.

Financial and Resource Management
> Manage the student support and development budget, ensuring access to quality resources,

provisions and programs.

> Provide oversight and leadership in conjunction with Heads of Schools in the allocation of student
support assistants to support student need across the school.

> Manage the timetabling of Learning Support Assistants to support student need across the school
within the allocated staffing.

Contribute to a safe and healthy workplace by
> Following Work Health and Safety instructions and policies.
> Reporting accidents and hazards.
> Generally caring for own safety and that of others, including visitors, students, parents and volunteers

that may possibly be affected by actions or inaction.

Other duties
> Participate in and support the faith community of the School through prayer and communal worship

activities.

> Model the faith and values of the School in interactions with colleagues, students, parents and the
wider community.

> Attend staff meetings on days when rostered to attend for work.
> Attend the annual whole school Staff Development day.
> Attend devotions on days and times when at work. All staff are welcome to voluntarily attend staff

devotions outside of their allocated work times.

> Participate in school activities requiring staff participation, including school camps
> Other duties as required.

Experience, Knowledge and Attributes
> A personal acceptance of the Lordship of Christ and regular attendance at a Christian church (a church

holding a doctrinal position compatible with the Doctrinal Basis of the School)

> A sharp, research-informed progressive vision of learning and teaching and the capacity to lead
innovations that shape a Christian learning community of excellence.

> A gifted, dynamic teacher with an in-depth knowledge and understanding of the development and
educational needs of students and a passion for encouraging them in faith in Jesus Christ.





> Excellent academic qualifications and subject knowledge, post-graduate qualifications or educational
leadership experience highly regarded.

> Highly developed interpersonal and communication skills and a willingness to relate with compassion,
humility, grace, strength and integrity to students, families and staff.

> Excellent leadership and administrative skills, including team building, coaching and mentoring.
> Flexibility to work the hours required to meet critical timelines and other responsibilities of your role.

Acknowledgement
The requirements of this job description are intended to describe the general nature and responsibility of
the work in this role. These statements are not to be construed as an exhaustive list of all duties, tasks and
skills required of the job. Employees will also be required to follow any other job-related instructions and
school policies, and to perform other job-related duties requested by their Manager to support the
School’s compliance with its legislative obligations. The Manager may, through consultation with the
employee, vary the responsibilities of the position temporarily as required, but within the skills and
responsibility levels appropriate to the position.

Benefits of Working at Trinity Christian School
Trinity Christian School is an employer that promotes staff excellence and values the benefit that our
professional team bring to the school. In addition to the highly competitive remuneration and conditions
as set out in the MEA we offer the following additional benefits to our staff across the school including:

> Attractive salary packaging arrangements.
> School fee concessions (Kindergarten – Year 12).
> Free access to the OOSH After School Program for Junior School students (12 yrs and under)
> Generous annual Staff Development Award program.
> Access to an Employee Assistance Program.
> Access to annual influenza vaccinations.

Application Requirements
Applicants are required to complete the online application form and provide all the following which must
not exceed 4 pages in total.

> Response to each of the Selection Criteria: Provide a written statement to each of the Selection Criteria
and no more than 4 paragraphs responding to the Key Areas of Responsibility as a whole.

1. Your referees must include a Supervisor or Manager and a personal character referee. If you are
employed at a school, you must also include your current Principal as a referee.

2. Curriculum Vitae, covering:
> Positions held (including details of present position), dates, scope of responsibilities and key

achievements.

> Details of education and professional training and qualifications and membership of relevant peak
body/professional organisation.

Certified copies of transcripts, degrees/other qualifications and certificates, and proof of registration with
any relevant professional organisations will be required should you successfully reach the interview round.
Applicants who are shortlisted after interview stage will be asked to complete a Pre-Employment
Declaration and apply for a National Police Check (at the applicant's cost).

Other Essential Requirements

Employment Conditions
Employment will be subject to the conditions of the current ACT Christian School Teaching Staff
Multi-Enterprise Agreement. The salary and classification for this position will be dependent on the
qualifications and experience of the successful applicant.

A Committed, Practicing Christian
Applicants must be able to demonstrate a personal faith and commitment to the Lord Jesus Christ and a
lifestyle consistent with that faith, including an active commitment to a Christian fellowship.

Right to Work In Australia
Applicants must be Australian Citizens or hold a current and valid working visa. The School will not consider
sponsorship nor support a visa application process. Please do not submit an application if you cannot meet
this requirement.

Working With Vulnerable People Check
In keeping with the School’s policy and legislative requirements, any offer of employment is subject to you
providing a satisfactory Working With Vulnerable People check prior to commencing employment and
maintaining this for the duration of your employment.

Teacher Accreditation
In accordance with legislative requirements all teachers must be accredited with the ACT Teacher Quality
Institute (TQI). Any offer of employment is subject to you providing evidence of TQI accreditation prior to
commencing employment, and maintaining this for the duration of your employment.

Further Information
Applications close 17 November 2026 and are to be submitted electronically as a single PDF document as
an attachment to the online application form and will be assessed as they are received. The online
application form is accessed via the ‘Apply Now’ tab on the Employment page of Trinity Christian School
website, Employment Application Form | Trinity Christian School.
All confidential enquiries can be directed to the Principal, Rachel McClure by phone +61 2 6210 7500 or
email [email protected]

Interview
Interviews may be conducted following receipt of application, prior to the application closing date.

Interviews will involve meeting with the panel as a whole and then with the Principal individually.
Candidates shortlisted for interview will be expected to address each of the Key Areas of Responsibility in
the context of an interview.

Trinity Christian School
34 McBryde Crescent
Wanniassa ACT Australia 290

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📌 Inclusion Support Coordinator (Wanniassa)
🏢 Trinity Christian School
📍 Wanniassa