Inclusion Outreach Coach

Job posted: 05/08/2022
Applications close: 18/08/2022 (Midnight)
8 days remaining

8 days remaining

Job Description

Location: Gippsland | Moe

Job type: Full time / From 27/01/2023 - 23/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1289549

Reference: 1289549

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Gippsland | Moe

Selection Criteria

  1. Demonstrated high level experience in inclusive education practice (teaching and learning) and developing processes for observation and feedback of teacher practice and peer collaboration.
  2. 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.
  3. 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.
  4. 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 to report on student progress.
  5. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
  6. 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.



Inclusion Outreach Coaches provide coaching, collaboration, professional learning and support through delivering whole-school, small group and targeted interventions aimed at supporting educators to enhance the learning experiences all students, including students with disability and diverse learning needs. The initiative has a dedicated focus on improving school outcomes, through provision of on-site coaching in school-wide inclusive practices, and classroom-based instruction and pedagogical feedback and support.


  1. 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.
  2. Delivering high quality, explicit technical advice on best-practice for educators to effectively engage students in inclusive classrooms, so that they reach full participation.
  3. Supporting the school-based leadership team to establish processes to help identify how to make school-wide adjustments to develop a high performing, inclusive school culture that id conducive to delivering inclusive practices.
  4. Playing a key role in implementing professional learning, including through coaching, and supporting schools to design and implement interventions delivered through a multi-tiered systems of support framework.
  5. Modelling effective inclusive education whole school and classroom practices and supporting teachers to seek, analyses and act on feedback on their practice.
  6. Provide 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.
  7. Maintain professional competence and attend ongoing professional learning, including attending professional development coaching activities throughout the year.
  8. Maintain active involvement in Inclusion Outreach Coaching Communities of Practice for educator and coaching workforces.
  9. Collect and analyses implementation and evaluation data of inclusion outreach coaching initiative and liaise with the Regional Inclusion Outreach Coordinator to respond to identified needs.

Additional Area Responsibilities

Operating in collaboration with the Department of Education and Training's Area teams, this role will also have the following 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 inreach 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:
  1. dedicated time to work with specialist school learning specialists and leadership teams
  2. coaching educators in specialist school classrooms
  3. attending specialist school meetings where appropriate

Who May Apply


Applicants must:

  • 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.


  • 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.

EEO AND OHS Commitment

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

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, evidenced-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 Multi-tiered Systems of Support.  Coaches use a hybrid delivery model, so travel will may be required. To be eligible to apply you must have a current Working with Children Check and drivers licence.

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


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.

Vaccination Requirement

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

Baringa School is committed to excellence in Special Education. We aim to provide an innovative, caring and stimulating environment where learning is relevant and purposeful and where students develop a sense of belonging through mutual respect and cooperation. Our school motto is “Learning, Caring, Achieving”.

Baringa School is located in Moe, which is in the Latrobe Valley. The school provides a comprehensive educational program for students who have an intellectual disability aged from 5 to 18 years of age. Current enrolment is 165.

The student population is drawn from a wide geographical area incorporating Trafalgar through to Traralgon.


Baringa School community sees the provision of a safe, caring and positive learning environment as its most important goal. The environment aims to support students as they strive to develop social, emotional, communication and educational skills that will lead to independence. School community commitment to providing a curriculum that challenges student learning through achievement and success is strong. 


The curriculum at Baringa is based on the Victorian curriculum and covers English, Mathematics, Personal & Social Development, Health & Physical Education, Independent Living Skills, Art, Technology and Communication.  A number of enrichment programs are also offered including Outdoor Education, Camps, Advance (a community volunteer program) vocational training including Work Experience and Pre work skills, and travel training.

The school operates in Units of Lower Primary (ages 5 – 9), Upper Primary (ages 9 – 12), Secondary (ages 12 -16) and a Senior Learning Centre (SLC) for students over 16 which provides a range of options including preparation for post school pathways and independent living skills.

Our Assistant Principal in Student Wellbeing leads a student support services team, which includes a Psychologist, a Primary Welfare Officer and three Speech Pathologists.  This team provides welfare support to all students across the school.

Baringa School is committed to the implementation of a whole school approach to Positive Behaviour Intervention and Support (PBIS) for student engagement and learning. Staff understand that behaviour is a learned skill, and that prosocial behaviour can be taught through explicit teaching and positive recognition.  Teaching expected behaviours is a shared responsibility and requires a combined effort by all staff to ensure our students are Safe, Respectful Learners.


Individual student needs determine the curriculum focus for each student. Parents and professionals identify these collaboratively during Support Group meetings. When collated, these needs drive the curriculum provided for students. Through this process, Individual Learning Plans and personal goals for students are established.  Many students present with challenging behaviour and require individual behaviour plans and modified or negotiated programming to ensure successful participation at school.

To help all our students to continue to build and develop their literacy skills, a new research-based literacy program called InitiaLit has been introduced across our school curriculum.  InitiaLit addresses reading, spelling and writing by explicitly teaching the relationship between sounds and letters which builds knowledge and understanding of word structure, providing students with a reliable set of skills and strategies to use when reading and writing words.


Baringa School has a continuing commitment to work together to improve all school environments. The concept of promoting positive student behaviour through positive programming continues to be an important underpinning program to support students in all areas of learning.

Curriculum priorities focus on student achievement and engagement through the extension of literacy and numeracy across the school, extension of information technology to support learning, and further training in improving teaching and learning across the school, with a particular emphasis on explicit teaching and differentiated learning.

Ensuring that staff have strong capabilities in relation to working in a special education setting will continue to be an important focus for professional learning, particularly as experienced and Special Education qualified staff retire, and new staff come into the school.  Knowledge and understanding of the principles underpinning School Wide Positive Behaviour Support and Understanding Poverty are important aspects of our culture and beliefs in relation to student wellbeing and engagement.

Other Information

Please ensure that your application includes:

  • a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
  • a section addressing the selection criteria and the requirements for application under the Who May Apply section.
  • names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims in your application.

Please note that the selection panel may seek additional referees beyond those you name.  Consistent with policy, we shall advise you if we take this action.

Inclusion Outreach Coach

Job type:

Full time / From 27/01/2023 - 23/01/2026

Job classification:

Not provided


Kelly Mether | +10351271744

Inclusion Outreach Coach