Learning Specialist - Disability Inclusion - From Sem. 2, 2022

Job posted: 21/06/2022
Applications close: 11/07/2022 (Midnight)
10 days remaining

10 days remaining

Job Description

Location: Geelong

Job type: Full time / From 11/07/2022 - 27/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1284356

Reference: 1284356

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Geelong

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.

SC6     Demonstrated capacity to implement the Disability Inclusion Fund initiative, including leadership in improving quality provision for students with additional needs.


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.


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

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

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


All applicants must have a personal profile on Recruitment Online and ensure that it is up to date including VIT registration status.  Applications should also be lodged on Recruitment Online to ensure that notification of outcomes is delivered to a current email address.  To commence work at Geelong High School the successful applicant must have current registration with VIT.

Applications must include:

  1. A specific response to each of the key selection criteria and position details. It is suggested that applicants limit their response to no more than 6 pages.
  2. A CV with a summary of experience and qualifications.
  3. The names and contact details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.

The panel reserves the right to request additional referees other than those listed.

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.

Location Profile


Geelong High School vision is:

Geelong High School is a positive and creative learning community that embraces its history and prepares students for life.  We are committed to:

  • Developing caring and respectful relationships;
  • Empowering people to realise their potential through effort, responsibility and teamwork;
  • Building healthy, resilient and productive global citizens

Our values are: 

  • R.E.S.P.E.C.T - Responsibility Effort Service Positivity Excellence Creativity Teamwork


Geelong High School is a Year 7 - 12 co-educational school located near the centre of Geelong "The City by the Bay", and adjacent to a significant parkland area.  Established in 1910, Geelong High School is one of the oldest secondary schools in the region.  It has a proud history, celebrating its centenary in 2010, and is held in high regard by the Geelong community. 

Current enrolment is approximately 950 students (maximum 975), drawn mainly from the nearby areas of East and South Geelong, the Bellarine Peninsula and across Geelong. 

The Leadership Team comprises a Principal, three Assistant Principals, the Business Manager, IT Manager and eight Leading Teachers. There are approximately 110 staff, of whom 75 are teaching staff. 

The school motto, VITAE NOS PARAT, which means “It” (the school) Prepares Us For Life, provides a basis for the total school curriculum, and there is a strong recognition within the school, that the various elements of the school community work in partnership to achieve optimum outcomes for all our students.  Students are supported and encouraged to reach their full academic and personal potential, through innovative and engaging teaching programs such as the Geelong Positive Engagement Program (GPEP), Respectful Relationships and Reading Plus.  In 2013 Geelong High School introduced Positive Education, based on the elements of positive psychology, to build a strong culture of optimism and growth mindset across the school.  

The Geelong High School curriculum comprises a core year 7 and 8 program (including Positive Education), a core and elective program across years 9 and 10, and the later years program where students may study a combination of VCE, VET, VCAL, and Australian School-based Apprenticeships & Traineeships (SBATs). 

The school has in recent years been granted $20.5 million for a major redevelopment of the entire campus which commenced during 2017.  Stage One, comprising a new Year 7 facility, music and dance rooms and a refurbished hall was completed in 2018.  Stage Two, comprising a new library, canteen, IT rooms, classrooms and administration, was completed in mid-2019.  A third and final stage saw our new arts facility and classrooms in the Vague and Winstanley wings completed in 2021.

The use of learning technologies in the classroom is a priority at Geelong High School with appropriate PD being offered to staff and a 5-year eLearning plan currently being implemented. The school has an extensive computer network that is continually evolving. The school is fully 1:1 with BYOD for years 7-12. 

Central to the structure and operation of the school is the house system. All students are actively involved in the house system and the student management and welfare of students is centred around this structure.  Student leadership is an integral part of the school culture. Leadership amongst students is actively encouraged and celebrated at all levels with students being given the opportunity to be involved in the decision-making processes of the school. Leadership opportunities come from a broad range of activities such as the School Captains, SRC, House Captaincy, Band Captains and Performing Arts, Green (Sustainability)Team. Geelong High School aims to build on strong community links and to be supportive of all members of its community. 


Disability Inclusion – Tier 2 & 3

  • Be an advocate for students with disability and additional needs.
  • Support staff with the implementation of strategies and adjustments to ensure accessibility to curriculum for the Tier 2 and Tier 3 students.
  • Play a key role in supporting students with additional needs to make a smooth transition into school, ensuring there are effective arrangements in place for efficient transfer of information between all service providers.
  • Ensure parent/carer(s) understand the importance of supporting learning at home, and actions they can take to provide this consolidation of learning.

Individual Educational Plans

  • Have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP.
  • Make sure the student has a voice in setting learning targets during the IEP process.
  • Ensure each student with additional needs has a quality IEP, that meets at least level 2 of the IEP quality checklist rubric, through supporting all staff in their development.
  • Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs.

Professional Development

  • Build staff capacity to deliver differentiated and modified teaching strategies appropriate for individual students with additional needs.
  • Deliver whole school Professional Development to promote inclusive practices.
  • Undertake classroom observations to support teachers in the provision of curriculum and appropriate learning activities for Tier 2 and Tier 3 students.
  • Organise Professional learning and support for teachers to effectively adjust/modify the learning program to meet the needs of Tier 2 and 3 students.

Disability Inclusion Process Responsibilities

  • The PSD Coordinator will manage and lead the ES staff, whilst the Learning Specialist-Disability Inclusion will focus more on classroom teaching, tracking and monitoring, adjustments and professional development for teaching staff.
  • Promote the implementation of all elements of Disability Inclusion.
  • Register students who require a profile meeting and oversee, alongside the PSD Coordinator, the collation of evidence of adjustments.
  • Respond to any requests from facilitators and external providers for additional information in keeping with legislative requirements.
  • Ensure Disability Inclusion profile meetings are systematically held for all students at Tier 3, and those students at Tier 2 as prioritised with Sub School and Wellbeing Teams.
  • Ensure all requirements are met for the Disability Inclusion profile meetings for students at Tier 2 and 3.
  • Facilitate Student Support Group meetings for students at Tier 3 and oversee the management of SSG’s for Tier 2 students in consultation with Sub School and Wellbeing Teams.
  • Support school staff and gather all supporting information for Disability Inclusion profile meetings.
  • Liaise with the school’s Student Support Services key contact as required.
  • Mentor and coach staff, prioritising those working with Tier 3 and then Tier 2 students, to help address the learning needs of these students.
Learning Specialist - Disability Inclusion - From Sem. 2, 2022

Job type:

Full time / From 11/07/2022 - 27/01/2025

Job classification:

Not provided


Andrew McConchie | 03 5225 4100

Learning Specialist - Disability Inclusion - From Sem. 2, 2022