Learning Specialist - Disability Inclusion

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Loddon Mallee - Swan Hill

Reference: 1540685

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

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

Key Responsibilities

• Coordinate the completion of Disability Inclusion paperwork from initial preparation through to submission and follow-up.
• Ensure all required templates, forms and supporting documentation are completed accurately, consistently and within required timelines.
• Collate, organise and review evidence to ensure it clearly demonstrates the students needs, adjustments, participation, progress and educational impact.
• Work with staff to identify gaps in documentation or evidence and provide guidance on what is required to complete the process.
• Maintain accurate, up-to-date and confidential Disability Inclusion records and monitor key timelines and actions.
• Guide teachers and relevant staff through the Disability Inclusion documentation and evidence-gathering process.
• Support staff to document adjustments, student needs and progress in a clear and meaningful way.
• Ensure staff are prepared for Disability Inclusion meetings and understand the evidence and information they need to contribute.
• Coordinate communication with parents and carers throughout the Disability Inclusion process, ensuring they understand the purpose, requirements and next steps.
• Build positive and respectful relationships with families and support their participation in meetings and decision-making.
• Coordinate Disability Inclusion meetings with parents/carers, teachers, school leadership and Disability Inclusion facilitators.
• Ensure relevant documentation and evidence are prepared and available prior to meetings.
• Record and follow up actions arising from meetings to ensure agreed processes are implemented.
• Liaise with Disability Inclusion facilitators and relevant professionals throughout the process.
• Monitor outstanding documentation, evidence and actions to ensure processes continue to progress.
• Identify when additional evidence, staff support or professional input is required and coordinate appropriate follow-up.
• Maintain confidentiality and ensure information is shared appropriately.

Resources * You will have the support of the Executive and Leadership Team as required. * Access to Professional Development and other resources as required. * Access to Regional Disability Coordinator Health Wellbeing and Specialist Services.

Accountability * This Learning Specialist position will be contracted for a period of three years and will include a substantial teaching load. During this period, you will contribute to the Colleges Strategic Plan * You will receive support and feedback on your performance at regular intervals. * Liaise and work alongside the Leading Teacher for Disability and Inclusion

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 (see Workplace 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 [email protected]

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

Other Information

Applications MUST address the specified Selection Criteria. Applicant responses to the Selection Criteria are requested to be a maximum of one page of standard 12-point text per criteria.

Personal and other information should not exceed 3 pages.

Please include your name in the title of your attachment. Please place your name on each page of the application and combine your CV and your application responses into one PDF document.

Applicants should provide contact details of 3 referees, including email and phone numbers. Position descriptions are reviewed regularly by the Principal and may change, with consultation, to support the schools needs and growth.

Start date is negotiable.

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 at Recruitment in Schools.

Location Profile

Swan Hill College is situated within the CBD of the rural city of Swan Hill. In 2025 756 students are enrolled at the College supported by in excess of 100 teaching and non-teaching staff. There is an equal gender balance and the catchment area includes township primary schools, local private schools and outlying primary schools some of which are 60 kilometres or further from the College. A comprehensive bus system services the College and other schools in the township. Some of our students travel for over 2 hours every day to gain access to the College.

The College has continued to work on facilities development to a point where it now boasts some of the best facilities in the State. A 250 seat theatre, modern technology facilities, outstanding library and extensive sporting arenas including stadium are but a few examples. Swan Hill College continues its focus on information technology the addition of a technology hub based in our library which includes VR, 3D printers, laser cutters/engravers and green screen.

The College Leadership Team currently comprises of the Principal, three Assistant Principals, the Business Manager and six Leading Teachers with specific portfolios.

Positive Behaviour Support (PBS) is well embedded across the college. At Swan Hill College we work together to achieve excellence and have high expectations of behaviour to create an environment which promotes individual academic and social growth. A clear set of behavioural expectations are developed around the school values of Respect, Responsibility, High Expectations and Belonging.

The College has a Flexible Learning Options (FLO) campus. This program offers flexible learning opportunities for students who are disengaged or challenged by structured learning in Years 8 to 12. The program is very successful and has given many students the chance to continue their education through various VET subjects, SBATs and VPC. At our FLO campus, we have also continued to work on improving our facilities, which include outdoor learning and sustainability areas. The FLO campus also boasts its own gymnasium, indoor pool and commercial size

kitchen. The students operate the "FLO Campus Coffee Shop" each week and, as part of their barista studies, sell to the college community and public.

At Swan Hill College, we have a focus on the continued development of our teaching through the implementation of our Professional Learning Community. Our work is guided by the high impact teaching strategies and the inquiry cycle with a current focus on questioning and the high reliability literacy teaching procedures.

Our College enjoys considerable parent and community support in our vibrant rural setting. Student engagement, aspirations and welfare are the key focus for the College and wider community.

The College is an accredited performance and development culture school and professional development will be targeted to address these priorities.

The College's Annual Implementation and Strategic Plans are available on our website www.shc.vic.edu.au

Applications close Friday 11 September 2026 at 11.59pm Posted 30 August 2026