Inclusion Outreach Coach

Context The Disability Inclusion reform agenda announced in the 2020/21 State Budget will invest more than $1.5 billion into the Victorian Education system over four years. This investment will support the Department of Education (the Department) to further improve outcomes for schools and students with disability and diverse learning needs. A key initiative under the reform is the Inclusion Outreach Coaching initiative, which supports schools to implement inclusive practices, guided by Inclusion Outreach Coaches (Learning Specialists). Classification Teacher Class (Learning Specialist) - Range 3 Key Responsibilities Demonstrate high-level expertise in teaching and learning practice and model exemplary practice and values in inclusive education, to support the development of an inclusive school culture. Deliver high quality, explicit technical advice and coaching support on best‑practice for educators to effectively engage students in inclusive classrooms, so that they reach full participation. Support the school‑based leadership team to use whole‑school data and establish processes and/or systems to help identify how to make and embed school‑wide adjustments to develop a high performing, inclusive school culture that is conducive to delivering inclusive practices. Play a key role in implementing professional learning, including through coaching, and support schools to design, implement and monitor interventions delivered through a multi‑tiered system of supports framework. Model effective inclusive education whole school and classroom practices and support teachers to seek, analyse and act on feedback on their practice. Provide leadership and professional learning to others, such as school leaders and teachers to help ensure quality inclusive practices are provided by schools to improve students’ learning and developmental outcomes. Maintain professional competence and attend ongoing professional learning, including attending professional development coaching activities throughout the year. Maintain active involvement in Inclusion Outreach Coaching Communities of Practice for educator and coaching workforces. Collect and analyse implementation and evaluation data of the Inclusion Outreach Coaching initiative and liaise with the Regional Inclusion Outreach Coordinator to respond to identified needs. Additional Area Responsibilities Use rigorous problem‑solving procedures to identify and respond to school and school‑based staff needs; and coach others to do so. Deliver both inclusion in‑reach and outreach models of support to ensure the adoption and effective implementation of inclusive practices across a range of school settings. Collect, analyse and use data effectively to monitor and report the measurable impact of the inclusion in/outreach practices being implemented in collaboration with the Regional Inclusion Outreach Coordinator. Partner and collaborate with other coaches and workforces within the Health, Wellbeing and Inclusion and School Improvement teams in a multidisciplinary approach. Maintain connectedness and capability support within the hiring specialist school (equivalent to one day per week) through: Dedicated time to work with specialist school learning specialists and leadership teams Coaching educators in specialist school classrooms Attending specialist school meetings where appropriate Ensuring evidence‑based inclusive education practices are embedded within the hiring specialist school. Selection Criteria Demonstrated high level experience in inclusive education practice (teaching and learning), building school staff capability and developing processes for observation and feedback of teacher practice and peer collaboration. Demonstrated experience planning, implementing and evaluating evidence‑based intervention strategies for students with disabilities and providing feedback to teaching staff to inform their effectiveness and development. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to teaching students with disability and diverse learning needs in a range of school settings. Demonstrated ability to provide explicit advice to teaching staff to assess and monitor student achievement and learning progress in line with the Victorian curriculum, and support teaching staff with effective strategies to engage with parents and families, including reporting on student progress. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people. Ability to provide leadership, professional learning and coaching that informs and influences the work of others involved in the engagement and wellbeing of children and young people. Who May Apply Required Currently hold registration or be 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. Desirable A graduate or postgraduate qualification in special/inclusive education and/or disability. Experience in, or understanding across various school settings. Demonstrated experience in inclusive education. Demonstrated experience working with students with disabilities and diverse learning needs. Other Relevant Information A current driver’s licence is mandatory, and a capacity to access private transport with approved comprehensive insurance cover. Successful applicants are subject to a satisfactory criminal record check prior to employment. New DE employees are required to meet the cost of the criminal record check. 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 (see Workplace adjustment guidelines). 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: 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: Qualification Requirements 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 programme 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 programme 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 programmes in Australia: Standards and Procedures’; A person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme completed by the person). Location Profile Warringa Park School is a specialist school located in Hoppers Crossing. The school population is drawn from the City of Wyndham and caters for students aged 5 to 18 years who have a diagnosed intellectual disability ranging from mild to profound. Warringa Park is a P‑12 school organised around the three stages of learning – the lower, middle and upper years. The Victorian Pathways Certificate (VPC) is offered in the later years. Our school currently has an enrolment of 704 students situated over four campuses. Our Cayleys Road Campus, located in Werribee South, holds our Year 10‑12 VPC students as well as a flexible learning programme for our Year 7‑12 students. A year 7 to 9 campus is situated on the grounds of The Grange P‑12 College in Bethany Rd. Our new campus located at Polly Parade Tarneit opened in 2023 and caters for our foundation and lower primary students from Prep to Grade 3. Warringa Park School promotes and values excellence in education for students with additional learning needs. There is collective efficacy amongst teaching staff that all students in our school can learn and want to learn and by working together we can make a difference to their learning achievements. The school provides a balanced and personalised curriculum where improved learning outcomes in English, Mathematics and Science are seen as integral to the achievement of successful post‑school options. The learning growth of students is charted using ABLES and the Victorian Curriculum. A high level of student engagement and improved student learning is being achieved by integrating eLearning into teaching and learning practice. Our school prides itself on our work within the science and technology curriculum. Warringa Park School is a 1:1 iPad school and is one of 24 schools selected nationwide as an Apple Distinguished School. Our purpose is to provide a stimulating, safe, challenging, and flexible learning environment where student achievement is acknowledged and celebrated. The school provides facilities and centres of learning which are spacious, bright, and well‑resourced to meet the needs of the 21st century learner. There is a strong focus on student well‑being and building effective home‑school partnerships. #J-18808-Ljbffr