Role
Learning Specialist¿ Inclusive Practices
This role is to lead the design and implementation of school-wide systems, supports and resources associated with the Disability Inclusion reform. There is a strong chance this position will continue beyond it¿s contract date. Please contact the Principal, Fiona Taylor, 0488 988 167 if you would like more information.
The Learning Specialist¿ Inclusive Practices reports directly to the Principal and the Assistant Principal overseeing Well-Being in the college.
About Disability Inclusion
All schools will benefit from Disability Inclusion, which will provide a range of supports, tools, guidance and training to ensure schools can provide an inclusive environment for all members of their school community. Disability Inclusion will improve how schools welcome and include students with disability and will be implemented through a staged five-year roll-out commencing in 2021 with schools.
The Disability Inclusion reform package will deliver:
-a new tiered funding model
-a new strengths-based Disability Inclusion profile for students with disability, supported by a new facilitator workforce
-investment in guidance, resources and support to build the skills and knowledge in inclusive education.
Further information available at:
Responsibilities
Whole School Responsibility
-Lead/Co-lead areas of inclusive education but not limited to:
-The Disability Inclusion reform in the context of Western Heights College
-Strengthen existing inclusive practices including co-teaching and instructional models, the role of Education Support Staff to enhance access to teaching and learning, as well as improved outcomes for all students
-Implementation, monitoring and evaluation of a Multi-Tiered Systems of Support framework (RTI)
-Inclusive Practice and Pedagogy including principles of the WHC Learns framework for teaching and learning.
-Liaise with external stakeholders ( SSS, NDIS, Geelong Project) to help provide holistic educational programs and supports for students
-Lead and support professional development for staff
-The learning specialist will also undertake specific tasks associated with this role at a whole school level:
-Attend promptly to student and/or parent issues as they arise
-Convene and lead Student Support Group (SSG) meetings as required (which may be after school hours)
-Undertake administrative tasks including the organisation of special events, student awards and presentations.
-Liaise with the broader community and external agencies, as required
-Lead the planning and monitoring of student transitions within, into and out of the School
-Provide high level management of specific students whose wellbeing and engagement issues have escalated beyond the scope of the teachers
-Facilitate the development and implementation of students Individual Learning Plans (ILPs) and Behaviour Support Plans (BSPs)
-Ensure that Students at Risk are identified and that strategies to support these students are embedded in ILPs
-Undertake the annual Professional Development Process with a number of staff members.
-Other duties as directed by the Principal.
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 ).
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:
Conditions of Employment
1. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
2. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
3. A probationary period may apply during the first year of employment and induction and support programs provided.
4. 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
Western Heights College is a government co-educational single campus secondary college located in the heart of the Hamlyn Heights, Herne Hill and the Geelong West region just a short drive from the Geelong city centre, the Geelong Ring Road and nearby rural towns. The college is located within state-of-the-art modern buildings which connect learning, to our community and reflects our leading-edge work in curriculum design and delivery for our community.
The college¿s purpose is to empower students to strive for success and excellence in their educational journey with a focus on learning growth, high expectations, holistic well-being, creativity and innovation reflected strongly in the schools 3 values community, courage and integrity. Stage 3 planning has commenced for the school to complete its masterplan which will see the college state of art gymnasium constructed on-site to enable a highly specialised sports and physical activity program to grow. The college offers flexible indoor and outdoor learning spaces as well as an array of educational opportunities to empower students to strive for success and excellence in their educational learning journey.
The college has a strong focus on literacy and numeracy across the college. Global learning and thinking are a priority for the College with the school inclusive of cultural diversity, offering EAL and Chinese mandarin as it¿s language. The college has sister schools based in China.
Leadership, interpersonal development and student voice and agency in learning are a focus for the school with its offerings of exceptional dance, music, theatre studies, technology, STEM and art programs on offer. The college has an exciting camps and excursions program with opportunities to include local, interstate and international experiences to places like Mount Buller, Kokoda, Central Australia, China and South Korea. The College is also involved regularly in the School for Student Leadership Opportunities across all its campuses for Year 9 students.
All students belong to learning communities with developmental personal learning goals and pathways plans, supported by a daily mentoring program. Years 7 and 8 students are supported in their learning communities by a teacher team focused on building key skills, knowledge and understanding. An innovative personalised program for Year 9 and 10 students includes access to VCE, the Head Start Program, School Based Apprenticeships (SBA¿s) and Vocational Education Training (VET) studies. Years 11 and 12 students choose from a wide range of studies, combining academic VCE, vocational and applied learning programs and certificates (VET/VCAL). Western Heights College has an active and fully engaged College Council, establishing strong links with the local community, including partnerships with the City of Greater Geelong, Vines Road Community Hub, the Geelong Regional Library, Vines Road Senior Citizens and many local and elite sports groups co-located on site. The school has a growing enrolment of 1000+ students in 2024.
It an exciting time to be a staff member at Western Heights College community.