Key Competencies
* 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.
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
Role Overview
The successful applicant will be a highly skilled classroom practitioner who continues to spend the majority of their time in schools and classrooms delivering high‐quality teaching and learning and has a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school‐based professional learning.
The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons, and mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
Responsibilities
* Demonstrating high‐level expertise in teaching and learning practice and modelling exemplary practice and values in inclusive education, to support the development of an inclusive school culture.
* Delivering 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.
* Supporting 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.
* Playing a key role in implementing professional learning, including through coaching, and supporting schools to design, implement and monitor interventions delivered through a multi‐tiered system of supports framework.
* Modelling effective inclusive education whole school and classroom practices and supporting teachers to seek, analyse and act on feedback on their practice.
* Providing 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.
* Maintaining professional competence and attending ongoing professional learning, including attending professional development coaching activities throughout the year.
* Maintaining active involvement in Inclusion Outreach Coaching Communities of Practice for educator and coaching workforces.
* Collecting and analysing implementation and evaluation data of the Inclusion Outreach Coaching initiative and liaising with the Regional Inclusion Outreach Coordinator to respond to identified needs.
Additional Area Responsibilities
* Using rigorous problem‐solving procedures to identify and respond to school and school‐based staff need; and coaching others to do so.
* Delivering 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.
* Collecting, analysing and using 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.
* Partnering and collaborating with other coaches and workforces within the Health, Wellbeing and Inclusion and School Improvement teams in a multidisciplinary approach.
* Maintaining connectedness and capability support within the hiring specialist school (equivalent to one day per week) through solving:
o Dedicated time to work with specialist school learning specialists and leadership teams.
o Coaching educators in specialist school classrooms.
o Attending specialist school meetings where appropriate.
o Ensuring evidence‐based inclusive education practices are embedded within the hiring specialist school.
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.
* 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 ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via maraung@education.vic.gov.au.
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: The department's Human Resources website.
Applications close Tuesday 5 May 2026 at 11.59pm
#J-18808-Ljbffr