Special Education/inclusion Learning Specialist

**Overview**:
**Work Type**:Ongoing - Full-time

**Salary**: Salary not specified

**Grade**:Learning Specialist - Range 3

**Occupation**:Learning specialist

**Location**:Melbourne - Western suburbs

**Reference**:1483013

**Location Profile**:

- Tarneit P-9 College opened its doors in January 2013 with an initial enrolment of 331 students. Since then, we have experienced rapid growth in line with our local community, reaching a peak enrolment of 2,366 students in 2023. Our current enrolment for 2025 is approximately 2000 students. Our core mission is to provide exceptional and inclusive educational opportunities to children in the diverse and expanding Tarneit area.
- We are committed to high academic standards and excellence in all areas of school life. Our aim is to empower students with the knowledge, skills, and personal qualities needed to pursue their aspirations and make meaningful contributions to their communities.
- The leadership of Tarneit P-9 College is dedicated to building teacher capacity and professional excellence. We aim to ensure that every student receives a high-quality, challenging, and engaging learning experiences. By fostering a positive educational environment, we nurture a lifelong love of learning and equip students with the tools to become confident, resilient, and aspirational individuals.
- In 2022, we introduced a 'House Model¿ to enhance student connectedness and foster a strong sense of belonging. This model supports students in becoming active participants in their learning journey.
- The Professional Learning Community (PLC) Model is a key framework at our college for developing teacher capability. Our priorities within the PLC model include:

- Building a culture where every staff member knows their students well and is accountable for their learning, growth, and wellbeing.
- Using student data to drive differentiated teacher development, ensuring all students make measurable and ambitious progress.
- Engaging both staff and students in constructive feedback processes to continuously improve teaching and learning.
- Establishing and maintaining high, shared expectations, supported through peer observation, reflection, and action on feedback.
- During the previous strategic planning cycle, we implemented an instructional model, established clear processes to plan and implement high quality curriculum and strengthened collaborative practices. While these initiatives laid a strong foundation, we recognise the need for deeper embedding and further improvement in student outcomes.
- Tarneit P-9 College also places a strong emphasis on student wellbeing and a positive school culture. Programs such as School-Wide Positive Behaviour Support (SWPBS) and Respectful Relationships (RR) are central to our approach. These initiatives are supported by a school-wide culture of positivity, proactivity, and mutual respect, where students, staff, and the wider community practice and model exemplary behaviour and foster a safe, inclusive learning environment.
- We take pride in being an inclusive, innovative, and forward-thinking school. Our dedicated staff are our most valuable resource, and we are committed to recognising and supporting their contributions. Our Coaching, Wellbeing, and Principal Class teams work collaboratively to support staff and ensure optimal outcomes for all students.
- At Tarneit P-9 College, we are proud of the rich educational experiences we provide, tailored to the needs and aspirations of our diverse and talented student community. Our school culture is grounded in the core values of **Learning**, **Inclusiveness**, **Responsibility**, and **Pride**. These values underpin everything we do and reflect our unwavering commitment to the success of every student.

**Selection Criteria**:

- SC1 Demonstrated expertise in inclusive teaching and learning practices, with the capacity to model high-quality, evidence based instructional strategies.
- SC2 Demonstrated experience in planning, implementing and evaluating evidence-based intervention strategies for students with disabilities and providing feedback to teaching staff to inform their effectiveness and development.
- SC3 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.
- SC4 Demonstrated ability to provide explicit advice to teaching staff to assess and monitor student achievement and learning progress in line with the Victoria curriculum, and support teaching staff with effective strategies to engage with parents and families, including reporting on student progress.
- SC5 Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
- SC6 Demonstrated ability to provide leadership, professional learning and coaching that informs and influences the work of others involv