Kolorer College is a brand-new secondary school located in the growing suburb of Cobblebank, 33km west of Melbourne CBD. We opened in Term 1 2026 with 140 Year 7 students, and will grow by one year level each year, reaching Year 7-12 capacity in 2031. We are a supported inclusion school catering for all local students, with up to 10% of our enrolments with a recognised disability. We have an emphasis on high-quality, explicit and inclusive teaching practices for all students, and a system of Tier 2 and 3 supports for students with additional needs.
At Kolorer College we come together because learning matters. Our motto, Excellence Together, reflects our expectation that all students can learn and thrive at the highest levels. We are unashamedly ambitious for our learners and our school values, represented in the acronym `B.E.S.T', are demonstrated each day by our dedicated staff and keen students:
Be Brave - face challenges with courage and persistence
Excel Together - aim high, support one another, and celebrate growth
Show Integrity - act with honesty, fairness, and responsibility
Think and Care - use wisdom, empathy, and respect to guide your actions
As a staff member at Kolorer College, you will enjoy:
-
The opportunity to be part of building our school¿s culture and curriculum programs from the ground up
-
Outstanding modern facilities including two indoor, multi-use courts, Performing Arts rooms, a modern Food Technology room and state-of-the-art VET kitchen, a STEAM building housing Art, Media, Design, Digital Technologies and Science, comfortable staff work spaces, high-quality natural light and acoustics in modern classrooms
-
A highly structured teaching and learning environment, with teachers supported by shared instructional practices and behaviour and engagement routines
-
Regular professional learning, coaching and mentoring using Steplab and other evidence-based resources
-
Shared, knowledge-rich curriculum resources developed by experienced subject leads
-
Part-time and flexible work opportunities in line with DE policies
Interested candidates can contact the Principal, Ciar Foster, on
[email protected] or 0417 892 162 with any questions and to request a tour of the school.
School tours for prospective candidates will be held on Wednesday 10 June at 4pm and Friday 12 June at 9am (repeat sessions). Please register here Registration for prospective candidate school tour - Kolorer College ¿ Fill in form
SC1 Demonstrated expert knowledge of inclusive practices and 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 establish and lead evidence-based student engagement, learning and/or wellbeing practices which foster a culture of excellence for all students.
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.
Position overview
The Inclusive Practices Learning Specialist is central to improving student outcomes by supporting staff to implement evidence-based inclusive pedagogy and curriculum, in line with the VTLM 2.0, and the Kolorer College Lesson Flow and knowledge-rich curriculum.
The Inclusive Practices Learning Specialist engages in direct coaching and support to classroom teachers to enhance their capacity to implement high-quality inclusive Tier 1 classroom practices, plus appropriate individual adjustments, that enable learning for all students, including students with additional needs.
This position works with the Disability Inclusion team and classroom teachers to ensure that recommended adjustments for individual students, as documented in Individual Education Plans (IEPs), are clearly understood and able to be implemented by classroom teachers.
The Inclusive Practices Learning Specialist also works with the Disability Inclusion team to participate in the documentation of classroom adjustments to assist in preparation for Disability Inclusion Profile meetings and in the review of IEPs.
As a core member of the Leadership Team, the Learning Specialist also contributes to the overall professional development of staff, the school¿s approach to data analysis and the implementation of school-wide practices. The Inclusive Practices Learning Specialist reports to the Principal via the Curriculum and Pedagogy Assistant Principal.
Responsibilities
1. Pedagogy Leadership
Model exemplary inclusive teaching practices, including conducting demonstration lessons for staff
Meet with classroom teachers to review and monitor IEP or learning recommendations
Conduct classroom observations and team-teaching with a focus on implementation of inclusive pedagogy
Provide expert advice on scaffolding instruction and establishing relevant and considered learning goals for students with Individual Education Plans
Lead the provision of professional learning by contributing to the development of protocols for classroom observations, peer collaboration, and evidence-based feedback
Mentor and coach teachers to improve their instructional skills and overall effectiveness in the classroom
2. Curriculum and Resourcing Leadership
Model and support classroom teachers with the use and development of classroom resources which meet the needs of diverse learners
Develop a bank of resources and templates to support effective scaffolding and adjustments within a knowledge-rich curriculum
Collaborate with the college leadership team and subject leads to document and implement Tier 1, 2 and 3 approaches to inclusive curriculum design
Review of IEPs to enhance, clarify or contextualize instructional recommendations and to provide links to the Kolorer College Instructional and Behaviour Management Playbooks and/or to curriculum documentation
Work with the Disability Inclusion team to ensure classroom adjustments are appropriately documented and reviewed in preparation for DIPs and SSGs
3. Data and Assessment
With the leadership team, undertake analysis of student achievement data to identify trends, track cohort performance, and inform curriculum planning and teaching strategies
Model exemplary use of student data to drive teaching improvements and support responsive teaching
Support classroom teachers in implementing literacy and numeracy screening tests and participate in monitoring student progress and alignment between Tier 1, 2 and 3 interventions
4. Leadership Team
-
Work with the school leadership team to develop the school¿s Strategic Plan to implement initiatives to drive school-wide improvements
-
Collaborate with the leadership team to establish and embed a shared vision of highly effective teaching, learning, engagement and wellbeing practices
-
Demonstrate an active commitment to the college leadership team; modelling inclusive and participatory leadership behaviours and demonstrating a strong commitment to personal leadership growth.
-
Other duties as required by the Principal and as appropriate to the role classification
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.
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.
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
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
School tours for prospective candidates will be held on Wednesday 10 June at 4pm and Friday 12 June at 9am (repeat sessions). Please register here Registration for prospective candidate school tour - Kolorer College ¿ Fill in form
-
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:
-
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.
