Inclusion Outreach Coach

Department of Education Victoria – Melbourne VIC

1d ago , from Department of Education & Training Victoria

Wayart School is currently being built and will open from Day 1, Term 1, 2027. Wayart is a Boonwurrung word meaning young eucalyptus tree. It is pronounced "WHY-art".

Located on Pioneer Way in Officer, the school has been designed to meet increasing enrolment demand within Melbourne's growing south-east corridor and will provide educational programs for students with mild to profound intellectual disability. When fully operational, the school will cater for up to 144 students.

The school has been purpose‑built to provide a safe, inclusive and engaging learning environment that supports communication, regulation, independence and meaningful participation for every student.

When the school opens in Term 1, 2027, facilities will include:

Two learning neighbourhoods

Administration and library building

A multi‑purpose building including specialist spaces for music, drama, food technology and fitness, as well as a canteen

Outdoor hard courts and car parking

Junior and senior playgrounds

An adventure playground

Productive garden and active green space

Wayart School is being established with a strong focus on evidence‑informed practice, inclusive education and collaborative teamwork. Staff will work together to create structured, engaging and supportive learning environments that promote positive outcomes in learning and wellbeing.

Guided by our motto, "Belonging first. Connection always. Growth for all.", we are committed to creating a school culture where every student, staff member and family feels welcomed, valued and supported to thrive.

Vision

We deliver high-quality teaching within an inclusive and predictable learning environment, supporting every student through tailored adjustments to achieve meaningful progress in learning and wellbeing.

Mission

We provide a structured, responsive learning program tailored to each student’s strengths, needs and goals. Through collaborative practice, evidence‑informed teaching and targeted supports, we ensure every student can access learning, participate meaningfully and make ongoing progress in their education.

Values

Belong - Everyone feels safe, included and valued.

Connect - Strong relationships guide learning and wellbeing.

Grow - Learning and progress for all.

"Belonging first. Connection always. Growth for all."

Our Commitment

At Wayart School, we are committed to:

Delivering evidence‑informed, trauma‑informed and differentiated teaching for students with intellectual disability and complex learning needs.

Using explicit teaching, ongoing assessment and allied health collaboration to support communication, access and student growth.

Embedding the Victorian Curriculum, Berry Street Education Model and SWPBS within a cohesive approach to learning and wellbeing.

Creating structured and supportive learning environments that promote regulation and readiness to learn.

Maintaining a culture of unconditional positive regard where every student feels valued, included and supported to thrive.

Building strong partnerships with families, carers and external professionals to support student success.

We are seeking passionate and collaborative staff who are excited by the opportunity to help establish Wayart School from its very first day. Successful applicants will play an active role in building a positive and inclusive school culture grounded in high expectations, strong relationships and continuous growth for students, staff and families alike.

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.

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

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 have 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. Learning Specialist class employees are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. 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.

For more information on the responsibilities of a Learning Specialist Range 3 employee, please visit:

https://www2.education.vic.gov.au/pal/industrial-agreements/resources

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

• 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 attend 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:
• 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.

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 (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

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

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