Learning Adjustment Coach

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, and Year 10 - 12), meeting regularly in campus and college-wide groups to implement data-informed strategies that drive improved outcomes.

A strong 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.

We proudly embrace our diversity, with a large First Nations population and a strong cohort of Culturally and Linguistically Diverse (CALD) students. Programs include structured EAL provision and implementation of the Marrung Strategy.

Our vision is to instill community commitment, confidence and high expectations in lifelong learning by:

• 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.

SC6 - 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 environment and program that provides increased accountability for the achievement of student goals and targets as documented in IEPs. Over the past five to six 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 Inclusion support Coordinator and the Campus Learning Adjustment Coach.

The Campus Learning Adjustments Coach (LAC) is 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. Campus LAC will be involved in the development of classroom curriculum content, scaffolding tasks, Disability Inclusion screening and learning adjustment support, coaching mentoring 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 LACsare 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 AP 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.

• Explicitly teach NBC social emotional learning curriculum to all students in P-6, alongside providing small group targeted intervention when required.

Responsibilities

• Meet regularly with College AP - Inclusive Practices; Campus PCO, Campus LAC and Campus MHWL to build and aligninclusive practices across the college.

• Support the capacity of all staff to implement Positive Classroom Management Strategies in the classroom ensuring consistency campus wide.

• 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

• 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

• Collaborate with Campus Inclusion Support Coordinators and allied health practitioners to identify and develop specific student adjustments

• Record adjustment support provided to individual students by documenting the specific adjustments and targeted support in teacher planners, student adjustment snapshots and IEPs

• Track and maintain detailed records of student progress and the impact of adjustments and targeted support

• Ensure record of adjustments and targeted support are up-to-date and accessible for review by the Student Support Group

• Advocate for student voice and agency in regards to learning and engagement needs, and creating short and long term goals

• Support teachers to write Individual Education Plans, setting SMART goals supported with appropriate and effective adjustments which could include - 1:1 and small group targeted intervention

• Contribute to differentiation and adjustment discussions during learning community planning meetings and ensure these are documented in teacher planners

• Directly teach NBC SEL curriculum including BSEM and RR in P-6 classes and provide semesterly reports on student progress.

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 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 (seeWorkplace 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*******@education.vic.gov.au

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.

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• 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 program 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 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 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program 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 program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.

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