Selection Criteria

- SC1 Demonstrated 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.
- SC2 Demonstrated 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
- 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 cooperative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
- SC5 Demonstrated 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 Inclusive Education Learning Specialist GENERAL

The Inclusive Education Learning Specialist (IELS) leads a team of school based staff, including allied health and teachers and integration staff to support students with disabilities and additional needs.



The IELS works closely with the Teaching and Learning Principal and the Wellbeing and Engagement Principal as well as the Wellbeing Coordinator to create plans to best support students who have diverse learning challenges. They also support families and students as they move through secondary school. The IELS oversees the Disability Inclusion Profile Coordinator (DIPC). The DI Learning Specialist role will apply current, evidence based psychological learning techniques to increase student outcomes. Using the theories of applied behavioural analysis science, the IELS will develop socially valid interventions that will support improved behaviour and academic outcomes. The core aim of this position is to ensure that all students have access to, and success in mainstream curriculum and extra-curricular opportunities.

Key components of this position include:

- Supporting the development of Individual Education Plans (IEPs)
- Creating and implementing Behaviour Support Plans (BSPs)
- Adjusted timetables
- Social skills programs
- Life skills programs
- Provision of extra supervision
- Student initiated brain breaks
- Building staff capacity including the organisation of training
- Promoting and supporting the development of SWPBS practices
- Management of integration aides

Responsibilities Duties include but are not limited to:

General:

- Maintain accurate records and disseminate information in a timely manner
- Ensure that student decency and privacy is maintained
- Attend all meetings as requested




- Maintain a positive, student centred and behaviour focused approach to professional practice
- Lead professional learning for staff, each term, in designated meetings

Individual Education Plans, BSPs and Safety Plans:

- Work closely with members of SIT, Advocacy and Wellbeing teams to identify students who need IEPs, BSPs or other interventions and support their implementation.
- Create appropriate intervention programs that are based on current evidence-based practice.
- Implement and/or source appropriate testing and use the data to inform interventions.
- Integrate the advice of professional services where relevant.
- Ensure that intervention programs are socially valid, and that all relevant stakeholders and professionals, have been appropriately consulted.
- Conduct SSG meetings and review IEPs and intervention plans, at regular intervals to ensure that integrity is maintained.

Supporting staff:

- Build staff capacity in the use of cognitive science and, as needed, provide or organise training. This includes, but is not limited to:
- Effective application of intervention program
- Causes
- Program fidelity
- SWPBS practice
- Teaching practices that support student growth.
- Psychology of learning as it relates to teaching.

- Support staff in the implementation of BSPs and IEPs
- Be a point of contact for staff in the use of SWPBS practices, intervention or IEP queries

SWPBS:

- Work closely with members of the SIT, Sub School Year Level Leaders, Advocacy Team and Wellbeing Team to promote SWPBS practices.
- Be an active member of the SWPBS team, promoting the use of behaviour sc

📌 Learning Specialist (Yarram)
🏢 Government schools
📍 Yarram