Location: Barwon South West - Greater Geelong
Reference: 1494832
Location Profile
NORTHERN BAY COLLEGE PROFILE
Northern Bay P¿12 College is a unique multi-campus school in the northern suburbs of Geelong. It comprises four Prep¿Year 8 campuses and a Year 9¿12 campus, alongside the Family and Early Learning Centre and the Geelong Industry Trade Training Centre (GITTC) at Goldsworthy.
The College operates through three sub-schools, enhancing our `One School ¿ One Team¿ ethos and rigorous focus on student learning underpinned by a proactive wellbeing framework. Staff collaborate in Professional Learning Communities (Prep - Year 2 ,Year 3 - 6, Years 7¿9, andYear 10 - 12 ), meeting regularly in campus and college-wide groups to implement data-informed strategies that drive improved outcomes.
A solid Inclusive Practices Team supports the College, comprising specialist teachers and education support staff, including a College Inclusive Practices Leader, Inclusion Support Coordinators, Learning Adjustment Coaches, Mental Health Wellbeing Leaders (Years P¿6) and an Inclusion Administration Assistant. This team works closely with the College Nurse, Wellbeing Team, mentor teachers, CALD staff, Allied Health practitioners and DET Student Support Services. The College maintains high accountability to ensure Individual Education Plans are implemented with fidelity and seeks staff committed to applying and supporting learning adjustments in classrooms.
- Delivering curriculum, pedagogy and teacher professionalism that achieve above-expected outcomes.
- Developing employable young people with resilience, optimism, self-respect and a commitment to personal best.
- Motivating and challenging students to fulfil their potential.
- Creating purposeful and diverse pathways.
- Building strong partnerships with schools, community organisations and business.
Our Values
Growth ¿ We celebrate improvements in skills, engagement, outcomes and participation.
Collaboration ¿ We work positively together to increase our collective impact.
Persistence ¿ We pursue goals and outcomes despite challenges, seeking solutions for ongoing improvement.
Kindness ¿ We model respect, inclusion and care across our community.
In Summary
We strive for a college where learning is visible and students feel safe, respected, believed in, listened to, and taught by knowledgeable, capable and enthusiastic teachers.
Selection Criteria
- SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
- SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
- SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
- SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
- SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
- Local Criterion: Northern Bay College is committed to high levels of accountability in ensuring that identified learning adjustments, as developed for students through Individual Education Plans are delivered with fidelity. We seek a candidate with demonstrated capacity in applying student adjustments within the classroom and in working alongside teachers to increase their efficacy in working with students with identified learning adjustments.
Role
Northern Bay College is proud of the work that has been done to create a truly inclusive learning setting and program that provides increased accountability for the achievement of student goals and targets as documented in IEPs. Over the past four years the college has been a system leader in the development of practice and support in this space. This work has included the development of roles such as the College Inclusive Practice Leader - AP, Campus Learning Adjustment Coach (CT 2), and Classroom Education Support - ES.
The Campus Learning Adjustments Coach (LAC) will be a member of a designated campus team. They will play a crucial role in supporting educators directly in the learning environment on a daily basis to implement necessary adjustments for students with identified learning difficulties in order to enhance their learning experience. The Goldsworthy Years 9-12 Campus LAC will be involved in the development of classroom curriculum content in the Senior Enrichment Program, they will provide Disability Inclusion screening and learning adjustment support, coaching and co-teaching. An example of this could include targeted coaching of classroom support staff focused on the understanding and implementation of learning adjustments and/or identified academic goals - in both cases as documented within Individual Education Plans (IEP). The LAC will be responsible for the development of inclusive practice that is required to ensure students reach the targets and goals identified within their IEP.
The Campus LACs will be a member of the wider Campus Wellbeing and Inclusion Team, and as part of the broader College Inclusive Practices Team. This role will be directed and guided by the College Inclusive Practices Leader and the Campus PrincipalTeam to ensure all students with identified disabilities and learning difficulties are well supported and resourced in the school environment.
Key Areas of Focus:
- Support and build the capacity of teachers to implement adjustments, provide an inclusive learning environment and a curriculum that can be accessed by all
- Work across identified learning communities to embed Tier 2 and 3 adjustments as detailed in individual student IEPs
- Collaborate and support education support staff to implement and embed student adjustments.
- Collaborate with the year 8 into 9 transitions team for those students identified as having additional needs or with capabilities of 2 or more years below expected level in literacy and numeracy.
Responsibilities
- Meet regularly with College AP - Inclusive Practices and Campus PCE to build and aligninclusive practices across the college.
- Consult with Inclusion Support Coordinators, Campus Leadership, Classroom Teachers and Campus Wellbeing Teams to review student needs and identify areas for support; prioritise and plan for Tier 2 and 3 interventions
- Support teachers and classroom ES through mentoring, co-teaching and supporting the development of an inclusive classroom and practices modeling, building their capacity to identify and implement student adjustments in the classroom
- Collaborate with the Campus Inclusion Support Coordinator and allied health practitioners to identify and develop specific student adjustments
- Advocate for student voice and agency in regards to learning and engagement needs, and creating short and long term goals
- Supportteachers to write Individual Education Plans, setting SMARTgoals supported with appropriate and effective adjustments
- Support teachers and classroom ES through mentoring, co-teaching and modeling, building their capacity to identify and implement student adjustments in the classroom
- Contribute to differentiation and adjustment discussions during planning time and ensure these are documented in curriculum planning tools
- Monitor and track student progress and the effectiveness of implemented adjustments and supports.
- Provide professional learning and support for teachers to write assessments and create adjustments for students.
- Teach within the Senior Enrichment Program in Humanities, English, Mathematics and/or Science
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
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
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 (seeWorkplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
Child Safe Standards
Victorian government schools are child protected 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 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:
- A CV with a summary of experience and qualifications.
- Specific detailed Key Selection Criteria responses.
- The names, email addresses and contact details forthree referees.
Conditions of Employment
- All staff employed by the Department and schools 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 and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Qualification Requirements
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.
Applications close Saturday 4 October 2025 at 11.59pm
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📌 Learning Adjustment Coach
🏢 State Government Of Victoria, Australia
📍 Victoria