Disability and Inclusion Coach

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 21/10/2024 - 19/09/2025

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Education and Training

Reference: 1440045

**Selection Criteria**:
KSC1 Demonstrated understanding and experience of Disability Inclusion policy and reforms

KSC 2 Demonstrated ability to impact teacher performance through coaching, mentoring and professional development

KSC 3 Demonstrated capacity to deliver student and family wellbeing and education services in a school environment

KSC 4 Demonstrated ability to support teachers and families in the management of students experiencing behavioural challenges impacting upon learning outcomes and engagement.

KSC5 Demonstrated ability to collect, analyse, evaluate and document relevant data and observations to inform decision making at individual, cohort and whole school levels

**Role**:

- Disability & Inclusion Coach_ will be a highly skilled classroom and/or allied health practitioner. The role of _Disability & Inclusion Coach_ is to improve the skill, knowledge and performance of the teaching workforce and to improve the curriculum program of a school.
- The Disability & Inclusion Coach_ is responsible for supporting staff to achieve improvements in teaching and learning. This will involve the provision of professional support to colleagues through modelling, collaborating, coaching, and using processes that develop knowledge, practice, and professional engagement in others.
- The Disability & Inclusion Coach_ will be expected to contribute to policy development relating to teaching and learning in the school. A _Disability & Inclusion Coach_ role impacts and influences the achievement of the school goals.
- Develop and implement policies and procedures to support the Disability Inclusion reform
- Support students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs)
- Provide advice for staff about differentiated teaching strategies appropriate for individual students with disability and additional needs
- Prioritise resources and time to identify and consider the needs of students with disability and additional needs
- Ensure students with disabilities and additional needs have quality IEPs, supporting teachers to meet checklist standards and giving students a voice in setting learning targets
- Review and refine school processes for student support groups, goal setting, and IEP evaluations
- Identify students who should have IEPs and consideration of DI
- Support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings
- Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
- Establish positive relationships with families and involve them in supporting their young person
- Work alongside the Wellbeing Team, Leading Teachers, teachers, education support staff, and other relevant stakeholders to develop and implement strategies and support plans effectively and ensure consistency across classrooms
- Update and maintain information on the student management system and inform colleagues of individual student needs, assessments, and recommendations.
- Refine and implement systems and procedures to capture evidence for Disability and Inclusion Profiles (DIPs)
- Support teams and individuals to deliver appropriate adjustments for student inclusion and access to learning
- Model Berry Street Education Model (BSEM) strategies and behaviour management
- Liaise with parents and students to develop appropriate IEPs and classroom adjustments
- Support staff in developing purposeful Ready to Learn Plans (R2LP) for students
- Support classroom staff in the implementation of behaviour management strategies
- Attend student SSG meetings/Care team/DIPS meetings
- Collaborate with relevant AP to coordinate and run parent information sessions and events
- Provide coaching mentoring to teams or individuals to support the attendance and active engagement of students
- Maintain confidential case notes, records and statistical information in accordance with professional guidelines, ethical codes, health records, privacy legislation and Doveton College requirements.
- Support the implementation of the Annual Improvement Plan
- Any other duties as directed by the Wellbeing Leader & Principal Class

**Responsibilities**:

- Support the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities strategies related to Disability Inclusion
- Implement a program of professional learning, including individual and team coaching for teaching an