Role
Inclusion Outreach Coaches are based in specialist schools and partner with mainstream schools for defined periods, to provide coaching support to school leadership and staff aimed at strengthening inclusive practices. Coaches partner with the schools to increase their capability to implement preventative, evidence-based strategies that benefit all students. Together, the coach and school use data to identify a goal to work towards and plan and monitor for improvement and sustainability. Coaches collaborate with Departmental regional team members in a team-based response to the identified need. There is an emphasis on Tier 1 preventative, system change practices. Coaches do not work directly with students or provide individual student support. Coaches will undertake training to support schools in data-based decision making and using a Multi-tiered System of Supports. Coaches use a hybrid delivery model, so travel will be required.
Responsibilities
1. 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.
2. 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.
3. 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.
4. 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.
5. Modelling effective inclusive education whole school and classroom practices and supporting teachers to seek, analyse and act on feedback on their practice.
6. 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.
7. Maintaining professional competence and attend ongoing professional learning, including attending professional development coaching activities throughout the year.
8. Maintaining active involvement in Inclusion Outreach Coaching Communities of Practice for educator and coaching workforces.
9. 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
Operating in collaboration with the Department's Area teams, this role will also have the following Area responsibilities:
10. Using rigorous problem-solving procedures to identify and respond to school and school-based staff need; and coaching others to do so.
11. 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.
12. 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.
13. Partnering and collaborating with other coaches and workforces within the Health, Wellbeing and Inclusion and School Improvement teams in a multidisciplinary approach.
14. Maintaining connectedness and capability support within the hiring specialist school (equivalent to one day per week) through:
15. dedicated time to work with specialist school learning specialists and leadership teams
16. coaching educators in specialist school classrooms
17. attending specialist school meetings where appropriate
18. ensuring evidence-based inclusive education practices are embedded within the hiring specialist school.
Who May Apply
Required
Applicants must:
19. 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
20. A graduate or postgraduate qualification in special/inclusive education and/or disability.
21. Experience in, or understanding across various school settings.
22. Demonstrated experience in inclusive education.
23. Demonstrated experience working with students with disabilities and diverse learning needs.
Other Relevant Information
24. A current driver's licence is mandatory, and a capacity to access private transport with approved comprehensive insurance cover.
25. 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.
Please ensure that your application includes:
26. A section that addresses the key selection criteria.
27. A resume including relevant experience as well as personal details (name, email and telephone numbers.)
28. Names and contact details (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
EEO AND OHS Commitment
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
Inclusion Outreach Coaches are based in specialist schools and partner with mainstream schools for defined periods, to provide coaching support to school leadership and staff aimed at strengthening inclusive practices. Coaches partner with the schools to increase their capability to implement preventative, evidenced-based strategies that benefit all students. Together, the coach and school use data to identify a goal to work towards and plan and monitor for improvement and sustainability. Coaches collaborate with Departmental regional team members in a team-based response to the identified need. There is an emphasis on Tier 1 preventative, system change practices. Coaches do not work directly with students or provide individual student support. Coaches will undertake training to support schools in data-based decision making and Multi-tiered Systems of Support. Coaches use a hybrid delivery model, so travel will may be required. To be eligible to apply you must have a current Working with Children Check and drivers licence.
Conditions of Employment
29. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
30. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
31. A probationary period may apply during the first year of employment and induction and support programs provided.
32. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Melton Specialist School has seen a significant increase in enrolment demand, which has seen many changes to our staffing profile over the last 2 years. We will continue to grow and anticipate further enrolment growth.
The current enrolment of 378 students, is expected to exceed 400 during 2023. We have a real focus on staff wellbeing and ensuring our staff have the time away from class to focus on their administrative duties. We have flexible working arrangements and provide onsite training for all staff for TEACCH and Behaviour Support.
We are offering staff a 3% retention payment to all staff in 2023 and 2024.
In 2021 we introduced the Wellbeing Dog Program into the school. Bunji, our school dog, works with staff and students and his primary objective is to have fun at school! Bunji does everything from Bus Duty in the morning to School Tours to walking excursions. His introduction to our School Community has had an extremely positive impact.
Melton Specialist School provides educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment. It is a dual mode setting, catering for students with mild through to severe intellectual disabilities and other associated disabilities like Autism. Students are transported to our school via bus or family transport. The school is closely located to other schools as well as a variety of community retail spaces, leisure and recreational facilities. Our school environment is comprised of traditional classrooms, specialist and vocational training classrooms, therapy spaces and indoor sensory areas. Our grounds feature natural gardens, purpose built outdoor sensory areas, playground equipment, sports facilities and covered walkways. Teachers and Educational Support staff make extensive use of a wide variety of resources to ensure all students have an educational journey that is positive and successful. Our school’s philosophy and programs are based upon the belief that children learn best in a structured environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. Across the school we implement Structured TEACCHing and provide onsite training for staff to implement this approach to teaching and learning. We provide programs in Arts, Literacy, Physical Education, Numeracy, Information Technology, Science and Life Skills. Senior students also have the option of accessing a VCAL or ASDAN program which aim to develop work related skills, travel education and personal development skills. Student Support Group meetings involving staff, parents, carers and our Allied Health team are held four times a year to formulate individual learning goals based on each student’s ability, strengths and needs and celebrate achievements towards these goals
Stage two of a four-stage rebuilding project has recently been completed and we have some amazing new teaching spaces including our very own Mini Woolies. Stage one was completed in 2019. Through our Improvement plans, the school aims to develop a change in the culture of the school where roles are clarified, structures and processes are developed and embedded, and an expectation on consistent practice and developing expertise is expected in all staff.
Our vision
Staff at Melton Specialist School believe in creating a nurturing environment where students are empowered to achieve their full potential, be that in the academic curriculum, in their social interactions or in the area of independent living skills. Increasing student independence and creating an engaging learning environment is foremost when staff plan and implement individual programs.
Our values
Melton Specialist School values the safety, health and wellbeing of its students, staff and community. The cornerstone of education for the students who attend our school relies on the partnerships that are formed between families, the school and agencies outside of the school. At this school, we respect student diversity and we acknowledge that all students can learn in their respective manner. Staff have a responsibility to ensure that student learning is engaging and relevant to the individual. Students in the school demonstrate their responsibility by trying their best in their academic, social and personal interactions.
We are a School Wide Positive Behaviour Support School.
School-wide Positive Behaviour Support (SWPBS) is an evidence-based framework for preventing and responding to student behaviour. It aims to create a positive school climate, a culture of student competence and an open, responsive management system for all school community members. It includes analysis of data in professional learning teams, implementation of evidence based practices and organisational systems for establishing safe, purposeful and inclusive school and classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students.
Our school purpose is supported by the following school values that are central to the life of the school.
Be Responsible • Be Respectful • Be Safe