Learning Specialist Inclusive Education

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Southern suburbs

Reference:

Selection Criteria

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Role

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom 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 Specialists 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.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

Responsibilities

Role Description

Learning Specialists are highly skilled classroom practitioners who maintain an active teaching role while supporting whole-school improvement through mentoring, coaching, modelling best practice, and leading professional learning. They are expected to have deep expertise in evidence-based teaching strategies that enhance student achievement, engagement, and wellbeing.

In addition, the Inclusive Education Leader plays a vital role in leading the school¿s transition from the Program for Students with Disabilities (PSD) to the Disability Inclusion model. They ensure students with additional needs are supported, engaged in learning, and achieving their goals. The role focuses on strengthening inclusive practices, building staff capacity, and improving outcomes for all students.

Key Responsibilities

1. Teaching and Learning Leadership

• Demonstrate and model effective, evidence-based teaching practices through regular classroom instruction and demonstration lessons.
• Mentor and coach teachers to improve instructional strategies and student learning outcomes.
• Lead the implementation of school-wide improvement initiatives related to curriculum planning, teaching, and assessment.
• Facilitate structured peer observations, feedback sessions, and collaborative professional learning.
• Support the use of student data to inform teaching, differentiate instruction, and improve outcomes.
• Deliver and coordinate professional learning across the school through Professional Learning Communities (PLCs).

2. Inclusive Education Leadership

• Advocate for students with disabilities and additional learning needs across all areas of the school.
• Lead the implementation of Disability Inclusion reform at Somerville Secondary College.
• Promote a culture of high expectations for all students, including those with additional needs.
• Build staff capability in making appropriate adjustments and modifications to support student learning.
• Oversee the development and implementation of Individual Education Plans (IEPs), Behaviour Support Plans (BSPs), and Learner Profiles.
• Ensure student voice is incorporated into personalised learning and goal-setting processes.
• Monitor and review processes for Student Support Groups (SSGs), IEPs, BSPs, and targeted intervention programs.
• Collaborate with Subschool Leaders and staff to ensure quality and consistency in student support.

3. Collaboration and Case Management

• Liaise with internal and external stakeholders (e.g. Wellbeing Team, Student Support Services, NDIS, Regional Implementation Teams) to coordinate services and supports.
• Facilitate Disability Inclusion Profiling in collaboration with relevant staff.
• Lead case management of students with additional needs to ensure a coordinated and effective response.
• Oversee NDIS-funded therapy services delivered within the school.
• Support student transitions into, though, and out of the school with clear, supportive processes.
• Collect and manage data for the Nationally Consistent Collection of Data on Students with Disability (NCCD).

4. Strategic and Operational Leadership

• Embed inclusive education principles into the school¿s strategic plans, policies, and recruitment processes.
• Stay informed of current research and developments in inclusive education and apply this knowledge to whole-school practices.
• Lead and manage the Learning Support Team, including the Wellbeing and Inclusion Support Officer and Education Support Staff.
• Oversee planning, resources, and budget allocations related to inclusive education and student support programs.
• Work with the leadership team to develop and maintain a shared vision of effective, inclusive teaching practice.
• Undertake other duties as directed by the College Principal.

5. Time Allocation

This role includes a teaching component (time fraction to be confirmed) in addition to the leadership responsibilities outlined above.

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.

EEO AND OHS Commitment

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 (see Workplace 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 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:

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:

Other Information

• 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

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

VIT LANTITE

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.

Location Profile

Somerville Secondary College is situated in the heart of the Mornington Peninsula in the township of Somerville, 55 km from Melbourne¿s central business district. Our local government area is the Shire of Mornington Peninsula. Somerville has close access to the Somerville railway station on the Stony Point Line, as well as a bus service to Frankston.

The college has students from Year 7-12, and with the township experiencing urban growth there is a focus on the school having a population of a maximum of 700 students in future years. The college grounds and facilities are attractive and well maintained. The school is in an outstanding position within the community, a short walk to the train station and township shopping precinct and blends seamlessly into the local landscape.

Our college¿s learning areas are open-planned, flexible and well resourced. There are several features such as the onsite state of the art Design Centre, the award-winning teaching and learning spaces, dedicated arts, science and technology spaces, and a high quality multipurpose outdoor recreation space.

The college is also the home of the Yumarrala Wetlands, which is a haven for wildlife and an asset which is shared by the college with the community

The college provides access to authentic learning experiences where students have access to a curriculum that is based on the Victorian Curriculum with specialist learning experiences across all curriculum areas.

The college offers the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL) as well as VET in school certificates.

By providing a well-rounded education both inside and outside the classroom, our focus reaches beyond academic performance to your child¿s personal development.

We recognise that a successful education is the result of teamwork between our teachers, students, and their parents and/or carers. In addition to teachers, your child is supported by Sub School Leaders as well as Student Wellbeing as well as an Inclusion Team.

At Somerville Secondary College we understand that quality teaching and learning only takes place in an environment based upon the development of positive relationships between teachers and students.

Our school is a friendly, safe, and vibrant learning community where students are at the centre of every decision we make and can explore a well-rounded education across a wide range of fields: academic, vocational, sporting, artistic and technological. We believe in developing confident and capable individuals who can thrive in an ever-changing world no matter what pathway they may choose.

We work extensively to create an inclusive, safe social and physical environment that helps all our students learn and succeed. An environment of challenge and support which allows our students to have an authentic voice in their education and develops their skills to achieve their best.

Alongside our educational pursuits, we take pride in supporting our students to always have high expectations of themselves and have strong values of integrity, respect and responsibility, while having an appreciation of the community around them.

We recognise the importance of a quality education that goes above and beyond what is standard. Creating an environment of high expectations and strong outcomes for your child¿s development and future is what drives us too.

Regardless of ability, personality or background, it is our goal that every student is supported to fulfill their potential. We nurture, encourage and expect high achievement with students gaining ATARs in the 90¿s, however we are also about recognising that students are individuals with differing abilities, interests and goals. Our curriculum is demanding yet sufficiently flexible to allow for varying rates of development and learning.

Somerville Secondary College¿s vision is ¿Together we use our voice to challenge and grow a confident community¿.

Student Leadership and Voice is a very important part of the operation of Somerville Secondary College with many opportunities for students to take on leadership roles within the school. The College Captains and Ambassadors take on high profile leadership roles in a number of areas of the school¿s operation including being voting members of the School Board.

Somerville Secondary College is dedicated to providing a valuable education that aims for excellence through creating opportunity for every student in its community. The program offered at the school is comprehensive including a strong academic curriculum that is balanced across the Key Learning Areas. We offer numerous curriculum programs including VCE, VCAL and also a Pastoral Care Program which incorporates Careers Education and Respectful Relationships.

Applications close Sunday 31 August 2025 at 11.59pm

Posted

18 August 2025

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