Learning Specialist

Learning Specialist – Inclusive Education Western Autistic School’s vision is to provide a dedicated school for students with autism. At Western Autistic School, we envision a nurturing environment for autistic students in grades Prep to Year 3. Through personalised support and collaborative teaching, we empower each child to thrive socially and academically. Our community celebrates diversity and fosters a commitment to building a strong educational foundation for our students that encourages lifelong learning and achievement. Our school demonstrates commitment to the following values: Diversity Respect Learning as an ongoing process Sharing and growth of knowledge Collaboration School Profile The Western Autistic School is a large, vibrant and unique school in the western suburbs of Melbourne. We offer an early years program for 300+ young children with Autism Spectrum Disorder in Prep to Grades 3. Our school caters to autistic students, synthesises evidence from student‑centred, strengths‑based approaches and contemporary research in autism and inclusive education to develop Individual Education Plans (IEPs) for each student. Key features of our program include: The individual student is the focus of our teaching Each student has an Individual Learning Plan, collaboratively developed between the student, their family, and the teaching team Emphasis on building foundational skills in social communication and functional areas, alongside academic skills particularly in literacy and numeracy Small classes of approximately eight students, supported by a teaching team of teachers, education support staff and allied health professionals Individualised transition program for children to move on to their local neighbourhood school Ongoing outreach supports WAS is actively involved in research and training, and provides post graduate qualifications via the registered training provider Autism Teaching Institute (ATI). Further information about WAS and its branches is available at: and Selection Criteria SC1 – Demonstrated expert knowledge of the curriculum, ability to model exemplary teaching practice, including literacy and numeracy across the curriculum, and implement school priorities. SC2 – Demonstrated expertise in high‑impact teaching strategies that respond to student learning needs; support teachers to evaluate impact of programs on student learning growth. SC3 – Demonstrated exemplary ability to monitor and assess student learning, use data to lead improvement initiatives, support others in using data, and provide feedback to students and parents. SC4 – Demonstrated exemplary interpersonal and leadership skills; lead collaborative relationships with students, colleagues, parents and the broader community focused on learning, wellbeing and engagement. SC5 – Demonstrated ability to model behaviours and attitudes aligned with Department values; support colleagues to adopt these; reflect on practice and contribute to whole‑school professional learning. Role Learning Specialists will be highly skilled classroom practitioners who spend the majority of their time 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 teachers and facilitating school‑based professional learning. This role is aimed at building excellence in teaching and learning within the Teaching Service and supporting teachers at WAS and external schools to provide an inclusive education for students with diverse learning needs, including autism. Key responsibilities include: Providing consultation to mainstream teachers to build teaching capabilities and support the participation of autistic students at their school, employing a student‑centred, strength‑based approach aligned with disability laws. Implementing evidence‑based inclusive education strategies for exiting WAS students. Extending support offered to Western Autistic School students as they move into mixed settings. Participating in a professional learning and planning day in late January prior to the 27th of January. Teaching 3 days per week in the classroom. Responsibilities Demonstrating high‑level expertise in teaching and learning practice. Modelling exemplary classroom practice 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. Providing professional learning, including observation and feedback protocols. Supporting teachers to analyse and act on feedback to improve practice. Providing evidence‑based feedback to teaching staff. Offering expert advice on context, processes and strategies shaping professional learning. Supervising and training student teachers and mentoring/coaching teachers. Modelling effective use of student data to inform teaching. Engaging in professional learning opportunities with Autism Teaching Institute. Leading provision of professional development and developing individual/team development plans for teaching staff. Other leadership roles as required. Reporting to the Assistant Principal – Inclusive Education or Principal of Western Autistic School. 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. The department recognises that safe, respectful and inclusive workplaces are essential to high performance and offers flexible work and diversity across all schools. Reasonable adjustments for staff with disability are provided. Additional support for Aboriginal/Torres Strait Islander candidates is available via Koorie Outcomes Division (KOD). Applicants seeking part‑time employment are encouraged to apply for any teaching service position and, if successful, request a reduced time fraction, negotiated on a case‑by‑case basis. Child Safe Standards Victorian government schools are child safe environments and all staff are committed to protecting students. Our Child Safety Code of Conduct can be viewed at: DE Values The department’s employees commit to upholding the Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Information on the values is available at: Other Information A written response to each of the Selection Criteria is mandatory. Up to three referees may be nominated to comment on your application in relation to the Selection Criteria. Referees other than those nominated may be contacted by the panel. This position is based at Western Autistic School – 1 Burnley Street, Laverton. Conditions of Employment All staff 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, with induction and support programmes provided. Detailed information on all terms and conditions is available on the Human Resources website at Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching. If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must have satisfactorily completed a postgraduate level 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 standards. A person who graduated from a Victorian ITE program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE). This condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person. Updated qualification requirements can be found at Recruitment in Schools. #J-18808-Ljbffr